A Case Study Analysis of Middle School Principals' Teacher Selection Criteria

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Autor/in	Woodburn, Jane Lai
Titel	A Case Study Analysis of Middle School Principals' Teacher Selection Criteria
Quelle	(2012), (246 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Maryland, College Park
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3030-1146-7
Schlagwörter	Hochschulschrift; Dissertation; Case Studies; Middle Schools; Selection Criteria; Principals; Teacher Selection; Middle School Teachers; Teacher Recruitment; Qualitative Research; Teacher Characteristics; Institutional Characteristics; Employment Practices; Influences; Suburban Schools; Faculty Mobility; Interviews; Pedagogical Content Knowledge; Instructional Effectiveness; Scaffolding (Teaching Technique); Interpersonal Competence; Interpersonal Relationship; Interprofessional Relationship; Teacher Effectiveness; Administrator Attitudes + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Case study; Fallstudie; Case Study; Middle school; Mittelschule; Mittelstufenschule; Selection criterion; Auslesekriterium; Principal; Schulleiter; Middle schools; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Lehrerrekrutierung; Qualitative Forschung; Berufspraxis; Influence; Einfluss; Einflussfaktor; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Interviewing; Interviewtechnik; Pädagogische Kompetenz; Unterrichtserfolg; Interpersonale Kompetenz; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung
Abstract	The hiring of middle school teachers to positively impact student achievement--is this a process of teacher selection or teacher attraction for schools, respectively, with low teacher turnover and schools with high teacher turnover? Since research indicates that the most important variable influencing student achievement is having a highly qualified and effective teacher in the classroom, principals need to have an understanding of their criteria and process for hiring the best teachers for their schools. This qualitative multiple case study investigated the teacher selection criteria and process used by middle school principals so that the findings could add to the body of knowledge that enables principals to make better hiring decisions. Using John Seyfarth's Model of the Selection Process as a guiding conceptual framework, this research study sought to answer the questions: What characteristics do middle school principals look for in hiring teachers? How do the unique characteristics of schools influence principals' teacher selection criteria? What process do principals use to select teachers using their criteria for selection? What facilitates principals' ability to select teachers who meet their selection criteria? Six middle school principals in a large suburban public school district--three from middle schools with high teacher turnover and three from middle schools with low teacher turnover--were interviewed. Collected interview data were analyzed using a manual coding process and NVivo, a Computer-Assisted Qualitative Data Analysis Software. For validation, an external auditor conducted a review of the qualitative data analysis and methodology. A summary of the findings revealed that the principals' teacher selection criteria included job-specific (content knowledge, pedagogy, adolescent learner characteristics, ability to scaffold instruction/use data) and nonjob-specific (ability to build relationships, be collaborative, kid-oriented, flexible, enthusiastic, professional, committed to student learning) factors; unique characteristics of the school did not generally appear to influence the principals' teacher selection criteria; principals selected teachers through an interview panel process; and principals identified how central office, institutions of higher education, colleagues, and panel members could help facilitate hiring the best matches for their schools. The findings and analysis of data led to the conclusions and recommendations in Chapter V. Knowledge of the principals' teacher selection criteria provides insight as to what principals are looking for so human resources staffers can create pools of candidates that match the principals' criteria. Future research can focus on the relative importance of job-specific and nonjob-specific factors, whether principals are actually using their espoused criteria for selection, and the impact of their hiring decisions on the longevity and effectiveness of the teachers they select using their criteria. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01