Authors :
Pornphan Verapreyagura; Zhu Xianzhen
Volume/Issue :
Volume 9 - 2024, Issue 4 - April
Google Scholar :
https://tinyurl.com/ysd6bn3t
Scribd :
https://tinyurl.com/52kjfb2s
DOI :
https://doi.org/10.38124/ijisrt/IJISRT24APR776
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.
Keywords :
Digital Era, Co-Convergent Perspective, International School, Schoolteachers
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.
Keywords :
Digital Era, Co-Convergent Perspective, International School, Schoolteachers
