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    Teacher's perceptions of the hiring process in Texas public schools : information richness, position fit, and intentions to remain in the classroom

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    MCCREARY-EDDTREATISE-2012.pdf (1.689Mb)
    Date
    2012-05
    Author
    McCreary, Julia Casey
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    Abstract
    The United States Department of Education issued a blueprint in 2010 outlining intended changes for the Elementary and Secondary Education Act. Included was a focus on selecting effective teachers per new criteria. Information about teacher selection and assignment systems as related to teacher retention is beneficial to school district leadership as they prepare for the new federal expectations. This study extends previous research by Liu and Johnson (2006) that examined the experiences of newly hired teachers and introduced the construct of an information-rich hiring process, in which a district hiring process provides both the teacher applicant and district employer with sufficient interaction and adequate information-exchange to make informed decisions leading to a position fit of teacher to teaching position and campus. In addition to the use of an information-rich hiring process as a hypothetical construct, other theories incorporated in this research include: realistic job preview theory; human resource management theory; person-job-fit, person-organization-fit, and person-group-fit theories; and two-sided matching theory. The problem addressed in this study: The selection and assignment of teachers is often done in complex systems leading to poor matches that culminate in job dissatisfaction and teachers’ intentions to leave the classroom. The purpose of this study was to examine how newly hired teachers perceived their hiring experience and their fit with their campus and classroom assignments in order to determine if these perceptions predicted their intentions to remain in the classroom. This study used a nonexperimental approach with an ex-post facto design and a quantitative methodology to examine associations between variables. Participants in the study included 1,430 newly hired teachers at 92 campuses located across 13 Texas school districts who were administered an electronic survey instrument.
    Department
    Educational Administration
    Description
    text
    Subject
    Teacher hiring
    Effective teachers
    Job fit
    Job satisfaction
    URI
    http://hdl.handle.net/2152/27636
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    • facebook
    • twitter
    • instagram
    • youtube
    • CONTACT US
    • MAPS & DIRECTIONS
    • JOB OPPORTUNITIES
    • UT Austin Home
    • Emergency Information
    • Site Policies
    • Web Accessibility Policy
    • Web Privacy Policy
    • Adobe Reader
    Subscribe to our NewsletterGive to the Libraries

    © The University of Texas at Austin