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With the rapid development of China's economy, the pace of China's integration into the world economy in accelerating, with the other countries of the world, the increasingly close communication. Beijing Olympic Games, organized by the success of the Shanghai World Expo, the development of the domestic foreign-funded enterprises, the export of labor services, study abroad, overseas tourism project strengthen citizens' awareness of foreign language in varying degrees, the opening up of education in our country, whether from the depth and breadth to reach a new historical high. The community there has been a growing number of private non-academic English language training institutions, these institutions employ a large number of foreign teachers teaching, and has played a significant role in promoting their development, but also bring a lot of new problems in the management. This paper attempts to combine the author in the L and Continuing Education, Shanghai practical experience in the human resources department of the foreign teachers manage the process of class institutions are discussed, and some way to propose specific solutions to problems, want to be able to give the private non-academic English language training institutions engaged in the management of foreign teachers staff a little useful inspiration and experience exchange. In addition to the introduction and conclusion, the text is divided into four parts. Introduction The main question the background, significance, research methods and ideas. The first part, through literature review, defining the relevant concepts in the management of foreign teachers of the private non-academic English language training institutions, and the laws and regulations of the foreign teachers and teacher management issues are reviewed, and summarized the characteristics of such bodies Teachers. The second part describes the overview of the L and Continuing Education in Shanghai. Including its organizational structure, the nationality of the foreign teachers, the number, age distribution, education levels, as well as on personnel management of foreign teachers, teaching management, daily life management profiles. The third part focuses on an overview of the L and Continuing Education expatriate teacher evaluation and incentive management through a specific kind of table the evaluation of other private non-academic English language training institutions, incentives work to provide a reference, but also pointed out that the current lack of suggestions for further perfect views. The fourth part, the analysis of the existing problems in the management of foreign teachers in the L and Continuing Education, from strict foreign teachers appointment system, to strengthen pre-service training of foreign teachers and improve the foreign teacher performance appraisal evaluation mechanism, improve the incentives for foreign teachers other private non-academic English language training institutions and the emphasis on the humane care of the foreign teachers several suggestions. In conclusion, the above four sections discusses proposed four basic principles of management of foreign teachers, that is institutionalized, fine, humanistic and scientific.
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