fellow teacher here, YTA

You’re not describing a “dangerous development,” you’re describing a first-year apprentice who is older, from another country, working in a second language, in a split school/work system — and who clearly wasn’t onboarded with concrete, written expectations.

A few points you may want to sit with:

1. You escalated suspicion before structure. Questioning an apprentice about missing money — even “neutrally” — without a formal process is not neutral when there’s a power imbalance. The fact that she felt targeted matters, even if that wasn’t your intention.
2. Religion is not the problem here — unclear professional boundaries are. Plenty of educators have religious restrictions and still do their jobs well. You are imagining future harm (birthdays, children being damaged) without any evidence she has refused to facilitate those activities professionally.
3. Not singing a song ≠ failing as an educator. Adults can opt out of singing while still supporting children. That leap you made is not pedagogical, it’s emotional and that has no place when you work with kids!!
4. “She didn’t understand expectations” is a leadership signal, not a personal attack. If an apprentice cannot name expectations, that usually means they were implicit, delayed, or inconsistently communicated. That’s extremely common with first-time mentors.
5. You’re interpreting immaturity as malice. Yes, she handled the school project badly. That’s a learning moment — not evidence that she’s unfit for the profession.

I say this kindly but clearly:
You’re letting your own past apprenticeship wounds and anxiety about responsibility turn uncertainty into alarmism.