Teacher Hiring Processes in Private Educational Institutions: Methods, Qualifications, and Challenges
Abstract views: 194 / PDF downloads: 164
Keywords:teacher hiring, private school, methods, qualifications, challenges
This research aims to comprehensively analyze the teacher recruitment process in private education institutions. The study utilizes a qualitative case study method, and data was gathered through semi-structured interviews with five administrators from boutique schools and five administrators from chain schools. The findings of the interviews revealed three main themes: "Methods for Teacher Hiring," "Desired Teacher Qualifications," and "Challenges." Interviews and course practices emerged as the primary methods for evaluating the personal and professional qualifications of potential teachers. Private school administrators emphasized the significance of personal, professional, and organizational qualifications in their recruitment processes. The research identified several difficulties faced during the teacher recruitment process, including teacher shortages, issues with loyalty, salary concerns, limited options, a lack of transparency, and teacher transfers. This information suggests that private school administrators may need to address these challenges to attract and retain qualified teachers effectively. To improve the recruitment of highly qualified teachers, it is recommended that private school administrators diversify their human resource management methods. Additionally, they should establish legal specifications for private school establishments, prioritizing educational goals over financial concerns. Collaboration between relevant institutions, such as the Council of Higher Education and the Ministry of National Education, is necessary for planning university teacher training quotas and open appointment processes, taking into account the needs of private schools.
How to Cite
Copyright (c) 2023 International Journal of Psychology and Educational Studies
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.