Abstract

This chapter presents a critical discourse analysis (CDA) of documents from the Organisation for Economic Cooperation and Development (OECD) concerning teaching excellence and the Teaching and Learning International Survey framework. It focuses on introductory sections penned by OECD authorities, which are perceived to contain underlying meanings related to the Global Education Reform Movement. We used CDA to show how these texts reveal the intentions of the OECD to establish normative dominance in the discourse surrounding teaching quality. We discerned that the OECD used a narrative of concern to promote teaching quality amid global shifts, subtly portraying educators as suboptimal; encouraged trust in its role as guardian; and offered solutions by guiding educators under the banner of efficiency and the knowledge-driven economy. The research provides a comprehensive perspective on OECD strategies to assert influence in the teaching quality debate, considering discourse elements that contribute to shaping the ideological authority of the organization.