A Survey of Opinions of Mississippi School Administrators Regarding Factors Considered Most Important in Hiring Teachers for Their First Teaching Position. Research Report Vol. 5, No. 8.

Autor/in	Napier, Lee
Institution	Louisiana State Univ., Baton Rouge. Bureau of Educational Materials and Research.
Titel	A Survey of Opinions of Mississippi School Administrators Regarding Factors Considered Most Important in Hiring Teachers for Their First Teaching Position. Research Report Vol. 5, No. 8.
Quelle	(1975), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Administrators; Elementary Secondary Education; Employment Practices; Employment Qualifications; Opinions; Principals; Superintendents; Teacher Education; Teacher Placement; Teacher Selection; Mississippi + Suchen Sie Ihr Suchwort? Berufspraxis; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Lehrmeinung; Principal; Schulleiter; Schulrat; Lehrerausbildung; Lehrerbildung
Abstract	In order to determine what characteristics are most important in prompting Mississippi's major educational consumers to hire teachers, an opinionnaire was developed and sent to a stratified random sample of elementary, junior high, and senior high principals, and to superintendents. The questionnaire consisted of 11 factors to be ranked according to their priorities by the school administrators who were concerned with hiring teachers for their first teaching position. There was high agreement between the groups. Effective use of written and oral English was ranked first by three groups. Personal appearance was ranked second by superintendents and senior high principals, and third by the other principals. The principals placed slightly more confidence in the evaluation of the public school supervisor than did the superintendents, who felt that students' grade point average were more indicative of future teaching performance. This survey suggests that those seeking positions in Mississippi will not be judged first by their academic records and recommendations but rather by the way they write in initial contacts by letter, the manner in which they complete their application forms, and the impression they leave in interviews. Several suggestions for incorporating these results in teacher preparation programs are presented. (Author/IRT)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC