General Introduction Across Africa and the Global South, thousands of qualified, committed, and capable teachers apply for international teaching positions every year. Many hold strong academic qualifications, years of classroom experience, and a genuine passion for education. Yet, despite their potential, a significant number face repeated rejections, silence from recruiters, or a complete lack of feedback from schools. This reality often leads to frustration, self-doubt, and the belief that international teaching opportunities are reserved for a privileged few. In truth, the problem is rarely a lack of ability. More often, it is a lack of alignment, alignment with international recruitment standards, professional expectations, and the unspoken norms that govern global education systems. International schools operate within a distinct professional culture. They look beyond subject knowledge and teaching experience to assess how well candidates understand international-mindedness, safeguarding, student-centred pedagogy, professional communication, and institutional fit. Unfortunately, these expectations are rarely made explicit. Teachers are expected to “already know” how to apply, how to present themselves, and how to speak the language of international education. This eBook was written to address that gap Target Reader • Teachers in Africa and the Global South • Teachers applying for: o IB schools o British and American curriculum schools • Teachers who are: o Constantly rejected o Unsure why they are not shortlisted o New to international recruitment platforms