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ERIC Number: ED417168
Record Type: RIE
Publication Date: 1998-Jan-22
Pages: 24
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Teacher Selection Practices in Effective Elementary Schools Which Differ in Community Type and Socioeconomic Status Context.
Westbrook, Amy Barham
This study examined teacher selection practices of principals at five effective elementary schools, assessing whether or not differences existed in selection qualities, procedures, and problems relating to schools' socioeconomic status (SES), and community type. After identifying effective schools, the study conducted teacher and principal interviews about principals' selection processes. A survey was developed from interview data then completed by principals at four types of schools: metropolitan, middle-SES; metropolitan, low-SES; rural, middle-SES; and rural, low-SES. The survey asked about qualities principals sought when selecting teachers, procedures principals used to select teachers, and problems principals encountered during teacher selection. Results indicated there were several teacher qualities sought by principals regardless of school context. All types of schools mentioned the ability to establish relationships with parents and students, communication skills, teachers' continuing education, a love of teaching, going the extra mile, dedication, enthusiasm, and good teaching. Most types of schools mentioned academic background, qualifications, and extracurricular interests. Selection strategies used in all types of schools included teacher examination scores and grade point average, personnel files, interviews, and talking to past supervisors. Problems reported by all types of schools included other principals passing bad teachers, misleading interviews, shortage of black teachers, time constraints, and pressures from the central office to hire a specific person. (Contains 3 tables, and 27 references.) (SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Southwest Educational Research Association (21st, Houston, TX, January 22-25, 1998).