Abstract
Student success is dependent on teacher quality; therefore, principals must hire the most effective teachers in order to ensure continuous school improvement. This study investigated teacher hiring processes to determine the extent to which principals use research-based practices that are most likely to identify high-quality teachers. This study also sought information about the type of personnel selection training principals receive and confidence of the principal in their ability to hire high-quality teachers. Data were gathered using a survey e-mailed to principals in ten states in the southern and western regions of the United States. Analysis indicated that principals favor traditional interviews as the primary teacher selection instrument and are unlikely to utilize predictive screening tools or research-based structured interviews. In most cases, principals do not make final hiring decisions based on measurable data or research-based qualities known to be predictive of high teacher performance. Most principals reported minimal teacher selection training through one-time workshops and graduate courses and yet possess a high degree of confidence in their skill to hire the best teachers.
Highlights
Recent literature provides a clear link between the quality of classroom teachers and outcomes for students (Ballard & Bates, 2008; Darling-Hammond, 2000; Hattie & Zierer, 2018; Marzano, 2003; Stronge, Ward, Tucker, & Hindman, 2008)
Analysis indicated that principals favor traditional interviews as the primary teacher selection instrument and are unlikely to utilize predictive screening tools or research-based structured interviews
Most principals agree that hiring effective teachers is one of their most important roles (Pillsbury, 2005) and that bad hiring decisions are detrimental to both student achievement and school culture (Loeb, Beteille, & Kalogrides, 2012), and yet there is a relatively small amount of research specific to education to guide principals as they develop processes to select teachers
Summary
Recent literature provides a clear link between the quality of classroom teachers and outcomes for students (Ballard & Bates, 2008; Darling-Hammond, 2000; Hattie & Zierer, 2018; Marzano, 2003; Stronge, Ward, Tucker, & Hindman, 2008). 2019, Vol 7, No 2 teachers who are most likely to impact student growth is an often overlooked element of school improvement (Loeb, Beteille, & Kalogrides, 2012). Most principals agree that hiring effective teachers is one of their most important roles (Pillsbury, 2005) and that bad hiring decisions are detrimental to both student achievement and school culture (Loeb, Beteille, & Kalogrides, 2012), and yet there is a relatively small amount of research specific to education to guide principals as they develop processes to select teachers. Principals tend to select teachers based on their own interpretation and perceptions of the candidate’s competency, character, and chemistry (Bourke, 2012) rather than developing mechanisms that will allow selection of the candidates who possess the specific instructional skills necessary to move the school community towards identified improvement goals (Mertz, 2010). Principals often hire teachers based on their intuition (Kersten, 2010) rather than valid judgments of teaching effectiveness (Murnane & Steele, 2007)
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