Abstract
Over the past decade, recruitment in China’s labor market has rapidly shifted from offline to online, generating a large number of online advertisements that allow people to study the expectations of employers. In this study, more than 130,000 online advertisements for K-12 teachers were collected to study the requirements and remuneration of China’s teacher labor market in the private sector. The data were analyzed through estimations of multiple and quantile regressions. The results indicate that having a postsecondary diploma is a minimum prerequisite for being a teacher, social-emotional skills are highly demanded, and higher-order cognitive skills are highly rewarded in the private teacher labor market. The results also reveal the heterogeneity in the teacher labor market in terms of requirements and remuneration of skills and a pattern that skills complement higher degrees but are alternative to lower degrees in their remunerations.
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