Digital Era and Co-convergent Perspectives of International School Teachers in Beijing China

Abstract

This research aimed to compare the perspectives on being teachers in the digital era for international schools in Beijing China between Chinese and foreign teachers. Data from samples, with a 5- rating-scale questionnaire, were analyzed by descriptive statistics. The finding pointed out that both Chinese and foreign international schoolteachers in the digital era had no statistically significant difference at the 0.05 level about having twelve co-convergent perspectives at the critical level as the baseline: knowledge, integrity, flexibility, expertise, management, professionalism, service mind, core competency, teaching, teamwork, communication, and problem-solving. Moreover, the more they develop knowledge, the more they add integrity for academic and cyber security systems before the other skills.