New Teachers' Experiences of Hiring: Late, Rushed, and Information-Poor

Autor/inn/en	Liu, Edward; Johnson, Susan Moore
Titel	New Teachers' Experiences of Hiring: Late, Rushed, and Information-Poor
Quelle	In: Educational Administration Quarterly, 42 (2006) 3, S.324-360 (37 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-161X
DOI	10.1177/0013161X05282610
Schlagwörter	Beginning Teachers; Teacher Recruitment; Item Analysis; Teacher Selection; Decision Making Skills; Evaluation Criteria; Teacher Attitudes; School Organization; Interviews; Statistical Analysis; Employer Employee Relationship; Access to Information; California; Florida; Massachusetts; Michigan + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Lehrerrekrutierung; Itemanalyse; Lehrerverhalten; School organisation; Schulorganisation; Interviewing; Interviewtechnik; Statistische Analyse; Kalifornien; Master-Studiengang
Abstract	Purpose: Teacher hiring decisions have far-reaching consequences for a school, its students, and faculty. This article examines how new teachers in four states are hired and explores whether the process leads to good matches between these individuals and their schools. The authors conceive of hiring as a two-way process and examine the extent to which the hiring process provides opportunities for prospective teachers and schools to collect rich information about, and form accurate impressions of, one another. Research Methods: This study surveyed a representative random sample of 486 first-year and second-year teachers in California, Florida, Massachusetts, and Michigan. Participants were chosen using two-stage stratified cluster sampling, and the study achieved a response rate of 65%. Statistical methods used in the analysis include principal components analysis, chi-square analysis, and t tests. Findings: The data reveal that the majority of new teachers in these states are hired through a decentralized, school-based process. Despite the opportunity this provides schools and prospective teachers to explore the potential match between them, most new teachers actually have limited interactions with school-based personnel during the hiring process, and the process is relatively information-poor. Many new teachers are also hired quite late--more than one third of new teachers in California and Florida are hired after the school year has already started. Implications: The results of our analysis suggest that shifting hiring decisions to the school level is not sufficient to guarantee information-rich hiring. They also suggest that schools may need help removing barriers to conducting more information-rich hiring. (Contains 8 tables and 16 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10