As we explore the intricacies surrounding English teaching, it's essential to consider these facts and perceptions - there are valid reasons behind each point made above. It seems that while the LBH label may have some historical basis, its relevance has diminished significantly due to recent changes:

1. The Chinese government has implemented measures requiring teachers to hold bachelor's degrees from English-speaking countries.
2. Schools now prioritize hiring candidates with actual teaching qualifications over other factors like appearance or nationality.

However, reality on the ground is quite different:

1. Many Chinese employers still prefer Caucasian teachers for various reasons including personal biases and a desire to appeal to international students' preferences.
2. Appearance often plays more important roles than qualifications when it comes to making final hiring decisions during interviews between equally qualified candidates competing against each other.

The phenomenon of English teaching in China is indeed an intriguing topic, with many complexities that need to be understood:

1. The main reason expats join the English teaching industry here is not solely because they failed back home.
2. Many individuals find this opportunity a stepping stone for further career advancement or personal growth in an entirely new environment.

Let's consider another perspective - even outside of China itself, there are many cities worldwide that have similar characteristics to Zhuhai:

1. Expats from various backgrounds and regions join the English teaching industry in other parts of Asia as well.
2.Zhuhai jobs, which offers a blend of city life with coastal tranquility, is not unique to China alone.

It would be inaccurate and unfair to generalize all foreign educators as being part of the LBH group:

1. The expat community's diversity contributes significantly towards breaking down stereotypes surrounding English teaching careers.
2. This label has led many individuals within our expat community into mixed perceptions about this career path, often perpetuating a negative outlook.

However, it seems that while there may be some historical basis for these labels and perceptions:

1. There are valid reasons behind each point made above - different people have various intentions when joining the English teaching industry.
2. The main reason expats join is not solely because they failed back home but rather to grow professionally or personally.

Let's explore more of this fascinating topic with a nuanced perspective that balances history and reality:

1. This phenomenon is complex, involving factors like government regulations, personal biases within hiring decisions, cultural diversity among the expat community.
2. The label has become an issue because some employers use appearance rather than qualifications when selecting new staff members which should change due time going forward as our understanding grows stronger every day so we continue moving toward fairness everywhere.
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