For years, I’ve dedicated myself to teaching English well. I studied, trained, and honed my skills to ensure my students get the best education possible. Yet, as I search for a teaching position in Thailand, I find myself competing with an influx of so-called 'teachers - unqualified digital nomads who view teaching as nothing more than a convenient way to finance their travels. It’s frustrating to see schools prioritize a foreign face over actual teaching ability. Some institutions are more than happy to hire backpackers with no qualifications, no experience, and no commitment to the profession, just because they’re native speakers who can string a few sentences together. Meanwhile, teachers like me - those who have spent years gaining the right qualifications - are often overlooked or expected to accept the same wages as those who treat teaching like a temporary gig.

The impact on students is undeniable. These digital nomads often lack classroom management skills, lesson planning abilities, and even basic knowledge of English grammar. They breeze through contracts, staying just long enough to fund their next beach holiday before disappearing, leaving students without continuity or real progress. Meanwhile, professional teachers, who genuinely want to help their students develop, are left feeling undervalued. Of course, I understand that some schools are operating on tight budgets, but when education becomes secondary to cost-cutting, everyone suffers, especially the students. Language learning is not just about exposure to a native speaker; it requires structured lessons, clear methodology, and a teacher who understands how to engage and inspire learners.

It’s time for Thailand’s schools to take teaching seriously. Qualifications should matter more than an accent. Experience should outweigh convenience. If the country wants to improve its English proficiency rankings, it needs to start valuing real educators over transient travelers. Until that happens, the frustration of qualified teachers like myself will only continue to grow. To fellow educators who are committed to this profession: stay strong. We teach because we care, and despite the challenges, our students deserve the best we can give them.

Pascal

Starting as a foreign English teacher in Thailand can be both exciting but dealing with school admin staff can be a challenge if you don’t approach it the right way. The key? Be patient, be polite, and never underestimate the power of a smile. At first, you might find the paperwork frustrating or the processes confusing. You’ll wonder why getting a simple document signed takes three different offices and a week of waiting. But here’s the thing - arguing won’t get you anywhere. If you make the admin staff your allies instead of your enemies, your life will be much easier.

A friendly attitude goes a long way. A simple "Sawasdee krub/ka" when you enter the office, paired with a genuine smile, can set a positive tone. Thai workplaces place a strong emphasis on respect and hierarchy, so even small gestures of politeness can make a big difference. Bringing small gifts, such as snacks or coffee, is also a great way to build goodwill. It’s not about bribery—it’s about fostering relationships. Thai culture values the idea of giving, and a thoughtful gesture can make admin staff more inclined to help you when you need it.

Learning a little Thai can also work wonders. Even if your pronunciation isn’t perfect, showing effort and respect for the local language helps you connect with staff on a personal level. A simple "khop khun krub/ka" (thank you) can make interactions much smoother. Above all, patience is key. Thai bureaucracy can feel slow and inefficient at times, but getting frustrated will only work against you. If you stay calm, polite, and appreciative, you’ll find that the admin staff will be far more willing to assist you.

These are the people who can make your teaching experience stress-free or full of unnecessary headaches. Treat them well, and they’ll return the favor. Before long, you’ll have a network of allies who will help you navigate the system like a pro.

Steve

For years, black teachers faced significant barriers when applying for TEFL jobs in Thailand. Schools often prioritized white, native-speaking teachers due to the stereotype about how an English teacher "should" look. However, times are changing, and opportunities for black teachers seem to be improving. One reason for this shift is the growing awareness of diversity. Schools and recruiters are becoming more conscious of the importance of hiring based on qualifications rather than appearance. Social media and advocacy efforts have played a role in challenging old biases, making it harder for schools to justify discriminatory hiring practices.

The increasing demand for English teachers has also contributed to greater opportunities. As more Thai schools seek to improve their English programs, the need for qualified teachers has led to a more open-minded approach in hiring. In many cases, experience and teaching ability are perhaps now given more weight than nationality or skin color. Another factor is the changing attitude of Thai parents and schools. Exposure to diverse English speakers through travel, online content, and international business has hopefully helped reshape perceptions. More Thai people now understand that English is a global language spoken by people of all backgrounds, making them less likely to insist on a teacher who fits a traditional Western image.

Additionally, there has been a shift in how schools view non-native English speakers. In the past, many institutions only hired teachers from countries like the U.S., the UK, Canada, and Australia. Now, schools are more willing to employ teachers from African nations where English is widely spoken. This has opened up opportunities for black teachers who may have previously been overlooked. Although challenges still exist, the situation is probably improving. Black teachers in Thailand today have a better chance of securing work than in the past. Persistence, choosing the right schools, and demonstrating strong teaching skills remain key to success in the TEFL job market.

Lee

I came to Bangkok full of excitement, ready to teach English and embrace the energy of the city. And for a while, I did. The chaos, the nightlife, the endless street food - it all had its charm. But there’s one thing I can’t take anymore: the pollution. Every morning, I wake up, check the AQI, and sigh. Another day of thick, hazy air, another day of masking up just to walk to work. It’s exhausting, and it’s time for a change. I need fresh air, blue skies, and a place where I can breathe freely. The only question is where?

Chiang Mai is an obvious choice, but the burning season makes it just as bad as Bangkok at certain times of the year. Hua Hin? It’s got the sea breeze, but does it have enough to keep life interesting? What about Chiang Rai? Quieter, cleaner, and cheaper, but will I miss the buzz of city life? There’s also the islands—Koh Samui, Phuket, or even Koh Lanta. The idea of living by the beach, with fresh ocean air and a slower pace of life, is tempting. But how easy is it to find a decent teaching job there? And what about infrastructure? I need reliable internet, good healthcare, and a community of fellow teachers or expats.

Another option is Isaan - places like Udon Thani or Khon Kaen. They’re far from the pollution of Bangkok, offer a lower cost of living, and have a more authentic Thai culture. But will I feel too isolated? Will I miss the convenience of city life? I know Thailand has plenty of beautiful, livable places, but picking the right one is the challenge. Do I prioritize clean air, job opportunities, or lifestyle? Any suggestions?

Tony

Five years is a long time in any job market, but in the world of TEFL in Thailand, it feels like an eternity. Returning to the job-hunting scene after half a decade away, I expected some changes, but I wasn’t prepared for just how different the landscape has become. Back in the day, being a native English speaker (NES) was the golden ticket. Schools and recruiters made it clear that they preferred applicants from the UK, USA, Canada, Australia, New Zealand, Ireland, and South Africa. While non-native English speakers (Non-NES) did get hired, they usually needed to prove their fluency through exams like IELTS or TOEIC and often found themselves at a disadvantage when competing against native speakers.

Fast forward to today and the shift is undeniable. Recruitment agencies that once placed NES teachers at the top of their priority lists now seem far more open, some might even say eager, to hire non-native English speakers, particularly Europeans. In my job search, I’ve seen job ads specifically stating, “European applicants preferred,” and encountered recruiters who outright said that schools are favoring European teachers over native English speakers. The reasons? Maybe it’s a mix of economics and changing attitudes. European teachers often accept lower salaries than their NES counterparts, and many schools view them as highly competent educators who bring strong grammar knowledge and teaching qualifications to the table. There’s also the visa issue. I believe some European candidates can secure work permits more easily due to agreements between Thailand and their home countries.

The TEFL job market in Thailand is evolving, and while native English speakers are still in demand, they no longer have the automatic advantage they once did. It’s a stark reminder that the industry isn’t static, and those of us returning to the scene need to adjust our expectations and our strategies if we want to stay competitive. For NES teachers looking to land a job in Thailand today, it’s more important than ever to highlight qualifications, experience, and teaching ability rather than just relying on nationality. The game has changed, and if we want to keep playing, we have to adapt.

Stephen

Teaching English to teenagers in Thailand is hands down one of the toughest gigs out there. I’ve been in classrooms where I’ve felt like a stand-up comedian dying on stage - blank stares, heads down, zero reaction. The biggest hurdle? Most of them just don’t care. English is just another subject they’re forced to take, and for a lot of them, there’s no real motivation to learn it. If they don’t see themselves needing it in their daily lives or future jobs, then why bother? You can try explaining how useful English is, but good luck convincing a 15-year-old who just wants to scroll through TikTok.

Then there’s the fear of making mistakes. Thai culture places a huge emphasis on saving face, and teenagers are especially self-conscious. The idea of speaking in front of their classmates and getting something wrong? Absolute nightmare. Even the kids who do understand some English will stay silent rather than risk embarrassment. You ask a question, wait a few seconds, and then... nothing. They’d rather let the awkward silence drag on than take a chance.

Getting their attention is another battle. Phones, social media, gaming—these are their real priorities, and an English lesson has to compete with that. If the lesson isn’t engaging, forget about it. But here’s the tricky part: activities that work with younger kids (like silly games or songs) often feel too childish for teenagers, and traditional textbook lessons bore them to death. It’s a constant balancing act between keeping things interesting and not making them roll their eyes.

The classroom dynamic doesn’t help either. Many Thai teens don’t want to stand out, so even if someone actually enjoys English, they’ll downplay it to avoid looking like the "nerdy" kid. Peer pressure is real, and participation is often seen as uncool. In mixed-ability classes, the weaker students zone out because they’re lost, while the stronger ones get bored because they’re not being challenged. It’s no wonder that half the time, they’re either chatting, doodling, or straight-up sleeping.

Michael

As a foreign English teacher in Bangkok, I’ve always prided myself on adapting to challenges. But now it feels like we’ve taken a giant step back to 2020. Schools across the city are closing their doors not because of COVID-19, but because of hazardous air pollution. Once again, students are going to be logging in from their homes, and I’ll be staring at a grid of muted microphones and blank profile pictures. Don’t get me wrong, teaching online has its perks. No sweaty commutes on the BTS, and I can sneak a coffee refill between classes. But the novelty wore off long ago. There’s a certain energy in a classroom — the buzz of students chatting in English, the spark when someone finally nails a tricky grammar point - that’s impossible to replicate through a screen.

The pollution itself is infuriating. How did we get to a point where the air is so bad that schools have to shut down? It’s a stark reminder of how environmental issues are impacting daily life here. The irony? I’d love to take a walk after a long day of screen time, but even stepping outside feels like a health risk. I feel for my students, too. Online learning is no substitute for the real thing. Some of them are clearly struggling to stay motivated, and honestly, who can blame them? It’s hard enough to focus on phrasal verbs when the world outside your window is shrouded in a toxic haze.

For now, I’ll do what I can - plan engaging lessons, keep my energy up, and hope the pollution levels drop soon. But I can’t help wishing for the day when we can all breathe a little easier, both literally and figuratively.

Sarah B

Crossing the street in Thailand can be extremely hazardous. A while ago, I had a near-miss with a car while crossing a road in Laksi. Although many drivers slow down, stop, and signal pedestrians to cross, there are others who behave as though they own the road. During my time in Thailand, I’ve known two Filipino teachers who were victims of hit-and-run accidents, though there may be more. One major concern is why foreign teachers are often tasked with escorting students across streets. Their primary role is to teach English, not manage traffic. They typically lack both the training and the Thai language skills necessary to safely guide students in such situations—especially when their safety is at risk. Foreign teachers deserve more thoughtful consideration. Rather than assigning them roles like traffic enforcer, canteen staff, or groundskeeper, school directors could engage them in after-school activities aimed at improving students’ English proficiency. Don’t you think this would be a more effective use of their skills?

Ricardo

I taught in Thailand from 2013 to late 2019. During that time, I worked in government schools, language centers, a university and a Satit school. In all that time, I never had any hard data with which to track my students’ progress. I always tried to keep records as best I could, but as any long-term ajarn knows, the chaos of day-to-day life in Thailand tends to intrude on even the best of plans.
It was difficult to track student growth from week-to-week and essentially impossible to track progress from year-to-year. In the end I just kind of did the best I could and tried to meet my students where they were, even if I might only have a ballpark estimate of exactly where that was.

Skip forward to 2024: I’m now in my third year of teaching in the United States as a Master’s-degree-holding, licensed ELL teacher. My district uses a program that allows me to evaluate my students’ speaking and writing abilities on a weekly basis and give feedback. This informs the next week’s instruction. I can also view the week-to-week data and see my students’ progression over time. Not only does this allow me to tailor my instruction, but having access to real-time data has basically changed the way I teach entirely. In Thailand I had to “eyeball” where my students were at and try to come up with something that worked for as much of the class as possible. Here, I can use weekly data to differentiate the next week’s instruction.

Say, I have three students who absolutely bombed a section on capitalization and punctuation. I can review those target areas with them the next Monday while the rest of the class starts on the next assignment. After each student reaches the goal, they can rejoin the class and pick up where they left off. Having access to this kind of data has been a game-changer. When I consider potentially going back to Asia to teach someday, I can’t help but think about the resources I’ll have access to. I’ve been around a few mid-tier international schools in Thailand and even those didn’t have anything remotely resembling real-time data collection tools.

I’d like to go back to Asia one day, but at this point I can’t even imagine teaching without being able to collect weekly, accurate data. Relying on annual or bi-anual exams just doesn’t cut the mustard, assuming you even have access to those scores and also assuming that the Thai teachers or administrators don’t change them on the fly. I’m glad I started my teaching career in Thailand. But, after a few years of teaching in the U.S. I just can’t imagine going back to the old norms and methods.

Clif (With one "f") USA

I'm currently in my third year of teaching at my current school in Thailand. I'm going to do one more year before returning to my home country. I have a 5-year teaching licence with about three years left on it, but I'm still going to leave.

I've come to notice that a lot of Thai schools have some rather bitter and twisted rules in the small print of their employment contracts. Now, nobody is forced to sign such contracts, but for those with families and assets here, it might be case of 'having to'.

Why so?

Well, a return to your own country would (in some cases at least) mean having a job and home to go to. That might take time to arrange or save the money for. And in my experience, most Thai schools (even the higher paying ones with 'good' reputations, like mine) have some of these 'bitter' rules within their contracts. In essence, if you're looking for a school that doesn't have such rules, you're probably (although not definitely) not going to find a teaching position in Thailand.

What are these rules and unsavoury actions I'm talking about? Well, these are the ones I keep seeing nowadays.

1. Contracts running from March to March. I've seen lots of contracts (some of my schools and schools of others) that do this. It is simply to avoid paying end of the year holiday pay to an employee who is not returning in May.

I think if you've worked all year you should get the end of year holiday pay. Not paying this (and ending contracts in March, which also ends the non B/work permit etc) makes it almost impossible to change jobs in Thailand. Visa cancelled in mid March, it's about 60 days until the new term, so a teacher would have to support themselves financially for half of March (yes, some schools stop the pay then!), all of April and May. The 60/90 days given after a visa run will probably not be enough time in some cases. It's deliberate, no doubt about it.

To me, this is just schools being bitter and twisted about teachers potentially leaving. They'd rather make it impossible to change schools within Thailand and keep you there as an unhappy employee. It's bitter. It's twisted. It's pathetic.

2. Western managers who are happy to make it hard for western teachers.

I have come across a few of these types. The types who think the above procedures are great and are the ones who, at times, take great delight in dishing out such punishments on their own people. You'd think they'd understand how hard it is for foreigners out here, but these cretins act like the lap dogs of the school owners for a few extra bucks a month. They are weasels.

3. Expecting teachers to work for free.

This is a bugbear of mine. It only seems to be teachers who are expected to work the odd day here and there for free. It's not good. I've had more than one contract that says things like 'occassional weekend work may be required, but such occurrences are rare and reasonable notice will be given'. This is something I do ask about if I see it in a contract. I've had two schools tell me 'oh just once or twice a year'. That's OK, I can handle that (even if I think the school's should pay the teachers for their time!) But in reality, this has not been the case.

At my current school, I will have worked about 5 Saturdays already since May - December. A few evenings too. We were once given two days notice of having to come in on a Saturday (it was a non emergency). Same day's notice of an online Zoom meeting at 7pm. For something that could've waited or been said in an email.

A lot of the weekend/evening events seem to be all about making western managers look better in front of the school owners (by getting the teachers in to do shows or community days etc.) All unpaid, although a lot of these events involve parents paying for a seat etc. It's the brown nosing psycho western managers saying, "Oooh look at me Mr Owner. I got everyone in for free to put 70k in your pocket.. Please pat me on the head and call me a good boy." Weasels.

4. Keeping work permits. My current school has a policy (which sounds illegal) of keeping work permits if you leave for another school without giving 90 day's notice, or if you take the end of year holiday pay with no intention of returning in May. It's bitter and twisted. And before anyone says 'Well you shouldn't take the holiday pay and leave' etc. Well, a Thai would be allowed to take the pay and not have an ex employer put a block on them getting another job. What would happen back home? Nothing!

It's bitter and it's twisted to do such a thing. Particularly when foreign teachers do it! Sometimes, an offer comes up that you can't refuse, even if you weren't looking for a job. But these psychos literally want to ruin your life if you have the audacity to try and get a better job. Even if they've worked for the school for a decade or so! The upshot is that I am now planning an exit with my family. We have saved a fair amount and one more year's saving should do it.

5. The Thai education system , when it comes to hiring foreigners and its employment contract rules, is, for the most part, run by psychotic western lapdogs and bitter school owners who see non-Thai teachers as cattle.

Foxy Stoat