A review of teacher quality in Chinese international schools

Chinese students are increasingly enrolling in international schools to prepare for their future studies abroad. The Chinese approach to education is becoming more global and diversified, as is the country’s booming economy. According to the World Economic Forum’s new Future Careers Report, along with the trend toward new global economic development in 2025, popular jobs will demand bright people who are more likely to be competitors with these traits: Critical analysis and multi-level problem-solving required the capacity to work at various levels of coordination, flexibility, and problem-solving ingenuity. Future education trends and changes in talent requirements are placing additional criteria on teachers’ pedagogical skills. There are still significant gaps in the research on this topic, although international schools in China are emphasizing it more and more. To adapt to the existing and future global environment, this chapter conducts a literature review to gain an understanding of the current state and analyze the challenges faced in the development of international schools in China, particularly in terms of teacher quality. It also aims to provide some thoughts and insights based on evidence to contribute to the future development of Chinese international schools and improve teacher quality.