Publication Date

2003

Document Type

Dissertation/Thesis

First Advisor

Johnson, Donald R., 1941-

Degree Name

Ed.D. (Doctor of Education)

Department

Department of Leadership in Educational and Sport Organizations

LCSH

Elementary school principals--Illinois||Elementary school teachers--Selection and appointment--Illinois||Teacher-principal relationships--Illinois

Abstract

This study was initiated to research, describe, and analyze the teacher selection criteria and process practiced by public elementary school principals in Illinois. The study used a random stratified sampling of elementary public school principals throughout Illinois to survey their employment practices and procedures. With the exception of Chicago District 299, public elementary school principals in Illinois constituted the population for the study. Of the 800 surveys distributed, 311 principals responded to the survey. The data was examined to determine if the teacher selection process and criteria differed by geographic location and community type. Information relative to district policies, selection procedures, stakeholder involvement, reliance upon candidate information, use of selection instruments, and the impact of federal mandates on the selection process was also examined. Demographic data analyzed the extent to which they influence teacher recruitment and selection. Finally, evaluation procedures of the teacher selection process used by each elementary principal were surveyed. Analysis of the data showed that review of the resume, effective teaching skills, and recommendations from previous employers or student teaching supervisors were the top three initial criteria used by principals. Academic achievement was given mediocre consideration. The top-ranking final selection criteria were effective teaching skills and effective oral and written communication skills. Information provided in a personal interview was the primary means of determining a candidate's ability to meet the selection criteria. Other frequently used means included review of the candidate's credentials and reference checks. Principals were consistently involved in the process; however, only teachers and central office staff were used in over half of the cases. Parents, outside consultants, and students were infrequently used. Training of selection teams was lacking. Overt consideration of legal issues was not represented in the data. Most schools developed their own teacher selection criteria based upon an understanding of local considerations and expectations. Validation of the selection criteria and established process was limited. Correlations with demographic data were inconclusive, accounting for only small proportions of the variance. Recommendations to improve current procedures and practices were developed from the results of the study.

Comments

Includes bibliographical references (pages [109]-112).

Extent

126 pages

Language

eng

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

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