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ERIC Number: ED545924
Record Type: Non-Journal
Publication Date: 2012
Pages: 175
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2675-0977-2
The CTE Teacher Selection and Hiring Decision: Practices and Perceptions from Select Pennsylvania CTE Directors
Haas, Beth Ann
ProQuest LLC, Ph.D. Dissertation, The Pennsylvania State University
Unlike the academic teacher who has years of teacher training at a university, a teaching practicum, and experiences that lead to the acquisition of a teaching credential, a career and technical education (CTE) teacher typically is hired and placed in the classroom with no pre-service experience or training. Career and technical administrators are faced with hiring CTE teachers who subsequently are placed into an alternative preparation and certification route that recognizes their years of work and trade experience in place of teacher preparation (Walter & Gray, 2002). School administrators hiring the typical academic teacher use behavioral description interview questions to aid and inform their selection decision (Clement, 2009; Hindman & Stronge, 2009; Stronge & Hindman, 2006). Using behavioral description interview questions enables the teacher applicant to respond to past classroom experiences and provides information that school administrators use to gauge applicant responses related to good educational practice. Career and technical educators may certainly ask behavioral description interview questions to CTE teacher applicants, but linking interview questions to prior teaching knowledge is often not applicable due to a lack of prior classroom experience. Career and technical administrators must rely on other question types and interview strategies to determine an applicant's "fit" within the school environment. One hundred years of organizational and industrial research supports conducting a selection interview using a structured approach that improves the reliability and the validity of the interview and serves as an accurate predictor of future job success (Buckley, Norris, & Wiese, 2000). The research of Campion, Palmer, and Campion (1997) resulted in a "blueprint" of 15 components of interview structure that are recommended for today's organizations, public and private sector alike, for improving hiring and selection decision making. It is this "blueprint" that served as the theoretical framework for this study. Through semi-structured, in-depth interviews, this qualitative study explored the interview practices of six CTE administrators to determine the degree to which structure was adopted within their CTE teacher interview and selection process. The study further sought to identify specific interview questions that were perceived as most influential in the selection decision. The analysis of the data revealed that participants in this study adopted several components of interview structure, yet the findings indicated a gap between "knowing" about structured interview practices and "using" these practices. In other words, while the participants in this study may be using components of interview structure, their responses indicated a lack of knowledge or understanding of interview structure and its validity and reliability. Additionally, this study also discovered that no one question asked during the interview informed and influenced the selection outcome. Instead, a number of candidate characteristics and "look-for's" influenced the hiring decision. [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:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Pennsylvania