Teachers' Recruitment and Selection Practices within Different Schooling Systems in Egypt (original) (raw)
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This article describes how a deliberate commitment to use a research-based framework of teaching effectiveness can be combined with existing hiring practices to yield better outcomes from the teacher screening and selection process. The author proposes that when school leaders apply a well-developed and agreed-upon framework of teaching effectiveness-one that reflects the expectations of what it means to be effective in a local school context-that the result will be a better hiring process than many of those currently employed. In the end, such a process means that those who demonstrate the greatest promise of being effective in the classroom will be more likely given the opportunity to teach.
Effective Teacher Selection: From Recruitment to Retention
1987
Case studies were conducted in six school districts nationwide to examine teacher selection in terms of policy and organizational context, organizational characteristics, selection processes, and effects. Interviews were conducted in each district with directors of personnel, superintendents, staff involved in the selection process, directors of curriculum and instruction, directors of research, and local teachers' organization officials. At representative schools, principals, recently hired teachers, and more senior teachers were interviewed and other relevant data gathered. This report details the findings for each of the districts studied and assesses aspects of each school district's procedures. Conclusions and recommendations to improve teacher selection, recruitment, screening, hiring, placement, induction, and evaluation processes are presented. These involve the enhancement of the
Effective Teacher Selection: From Recruitment to Retention--Case Studies. A Rand Note
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Case studies were conducted in six school districts nationwide to examine teacher selection in terms of policy and organizational context, organizational characteristics, selection processes, and effects. Interviews were conducted in each district with directors of personnel, superintendents, staff involved in the selection process, directors of curriculum and instruction, directors of research, and local teachers' organization officials. At representative schools, principals, recently hired teachers, and more senior teachers were interviewed and other relevant data gathered. This report details the findings for each of the districts studied and assesses aspects of each school district's procedures. Conclusions and recommendations to improve teacher selection, recruitment, screening, hiring, placement, induction, and evaluation processes are presented. These involve the enhancement of the efficacy of state and local policies for recruitment efforts; tighter bonds between recruitment and hiring decisions; recognition and balancing of the varying operational definitions of a "good teacher"; recognition of the effects of the hiring process on teachers; need to place teachers carefully in the appropriate setting and school; need for comprehensive induction plans for new teachers; and development of a special evaluation program specifically for beginning teachers. (CB) RAN 4 Center for the Study of the Teaching Profession
This paper analyzes the strengths and weaknesses of three of the major approaches to teacher education reform in the United States: the professionalization agenda, the deregulation agenda, and the social justice agenda. Although each of these approaches to reform has contributed in positive ways to improving teacher education in a manner that would lessen the achievement gap in U.S. public schools, they each have certain weaknesses that undermine this goal. There are also important issues of inequality in U.S. society that are not addressed by any of the reform agendas.
Recruitment of Teachers versus Adequacy – Efforts Needed to Purge the Gap
International Journal of Research in Commerce and Management, 2011
There is an increasing awareness around the world for incorporating professional management into traditional public services hitherto dominated by the governments to achieve resulted pro rata to the investments. Similar trend has been encompassing the school education sector. Many countries have been initiating reforms to facilitate school based management. It would be appropriate to analyze the prevailing practices of school management in the context of similar reforms being initiated in India. This paper is an integral part of the doctoral dissertation – ‘A study of Management Practices of Secondary Schools’. The main objective of this paper is to explore the prevailing human resource practices in school management in terms of teacher adequacy, shortage and recruitment. A sample of 188 secondary schools – about 34% of the population in Krishna district of Andhra Pradesh in India, was selected through stratified sampling technique. The primary data was collected through self design...
International Journal of Research (IJR), 2024
Overview: This study was designed to investigate teacher recruitment and selection process in selected international secondary schools in Lusaka, Zambia with specific reference to its impact. Body of Knowledge: The study delves into the methodologies and practices adopted to attract, evaluate, and hire educators. It explores the criteria used to assess candidates' qualifications, competencies, and suitability for the roles within these institutions. The study investigated the balance between academic credentials, teaching experience, and personal attributes in the selection process. Methods: The study employed a descriptive survey research design. The approach was mainly through qualitative methods of data collection and analysis, using themes and sub-themes drawn from in-depth personal interviews. The qualitative approach was however supplemented with quantitative material obtained using self-administered semi-structured questionnaires. The study sample consisted 100 respondents; 4 current and 4 former vice principals of secondary sections, including 46 serving and 46 former secondary schools teachers in four international secondary schools in Lusaka. The qualitative data was analyzed thematically whereas the quantitative data was analyzed using Microsoft word and SPSS to come up with graphs, charts and tables. Results: The study established that the highest percentage of teachers teaching in the international schools were recruited on referral basis, indicating a closed system of recruitment in which teachers with previous experiences in similar schools stood better chances of being recruited. Findings further showed that academic credentials were a key determinant to recruitment. Additionally, the study found that while most foreign teachers were recruited with a minimum of two years teaching experience, findings indicated that Zambian teachers had to have longer teaching experiences of about 5 to 10 years. Recommendation: Government should implement standardized criteria for evaluating candidates that align with the school's values, educational philosophy, and specific needs. This could include academic qualifications, teaching experience, pedagogical skills, and alignment with the school's mission.
Effectiveness for the Recruitment of Teachers
Constraints Affecting Education For All in Kenya, 2012
The purpose of the study was to assess the factors affecting the implementation of Education For All in secondary schools in Kangema District, Central Province, Kenya. The objectives included finding out how the implementation of education for all in Kenya is effected by government funding, project team, project resources, and monitoring process. The study employed descriptive survey design. The study sample consisted of 504 respondents. Sampling of schools was done using stratified and simple random samplings. Data was generated using two different questionnaires, one for principals and the other for teachers. Analyses was done using descriptive statistics for quantitative data and content analysis for qualitative data. The study established that; free tuition secondary education obtained overwhelming support because it enhances students’ access to education, retention and completion of their secondary education especially the vulnerable groups. Government funding remittance to school was not timely making procurements to be belated. The project team (both teachers and support staff) were inadequate while the project resources were in sufficient thus unable to cope with the increased enrolment of students. The monitoring process was also found to be wanting. The researcher recommended that; measures should be taken to ensure that quality and relevance of the secondary education is not compromised, TSC should employ more teachers while Board of Governors should employ more support staff and remunerate them well. Besides, Schools’ infrastructures should be improved and efforts be made to ensure that schools have sufficient play grounds. Above all, head teachers of secondary schools should be holders of at least a certificate in Project Management.