New Teachers' Experiences of Hiring: Late, Rushed, and Information-Poor
New Teachers' Experiences of Hiring: Late, Rushed, and Information-Poor
复制标题
DOI：
10.1177/0013161x05282610
复制
发表时间：
2006-08
影响因子：
3.3
通讯作者：
E. Liu;Susan Johnson
中科院分区：
文献类型：
--
作者：
E. Liu;Susan Johnson
目的：教师聘用决定对学校、学生和教师都有深远的影响。本文探讨了四个州的新教师是如何被聘用的，并探讨了这一过程是否会导致这些人与他们的学校之间的良好匹配。作者认为招聘是一个双向的过程，并研究了招聘过程在多大程度上为未来的教师和学校提供了机会，以收集有关彼此的丰富信息，并形成准确的印象。研究方法：本研究调查了加州、佛罗里达、马萨诸塞州和密歇根州486名一年级和二年级教师的代表性随机样本。参与者采用两阶段分层整群抽样，该研究的应答率为65%。分析中使用的统计方法包括主成分分析、卡方分析和t检验。结果：数据显示，这些州的大多数新教师是通过分散的，以学校为基础的过程中雇用的。尽管这为学校和未来的教师提供了探索他们之间潜在匹配的机会，但大多数新教师实际上在招聘过程中与校本人员的互动有限，而且这个过程相对信息贫乏。许多新教师也是很晚才被雇用的--在加州和佛罗里达，超过三分之一的新教师是在学年已经开始之后才被雇用的。含义：我们的分析结果表明，将招聘决定转移到学校层面并不足以保证信息丰富的招聘。他们还建议，学校可能需要帮助消除障碍，进行更多的信息丰富的招聘。
Purpose: Teacher hiring decisions have far-reaching consequences for a school, its students, and faculty. This article examines how new teachers in four states are hired and explores whether the process leads to good matches between these individuals and their schools. The authors conceive of hiring as a two-way process and examine the extent to which the hiring process provides opportunities for prospective teachers and schools to collect rich information about, and form accurate impressions of, one another. Research Methods: This study surveyed a representative random sample of 486 first-year and second-year teachers in California, Florida, Massachusetts, and Michigan. Participants were chosen using two-stage stratified cluster sampling, and the study achieved a response rate of 65%. Statistical methods used in the analysis include principal components analysis, chi-square analysis, and t tests. Findings: The data reveal that the majority of new teachers in these states are hired through a decentralized, school-based process. Despite the opportunity this provides schools and prospective teachers to explore the potential match between them, most new teachers actually have limited interactions with school-based personnel during the hiring process, and the process is relatively information-poor. Many new teachers are also hired quite late—more than one third of new teachers in California and Florida are hired after the school year has already started. Implications: The results of our analysis suggest that shifting hiring decisions to the school level is not sufficient to guarantee information-rich hiring. They also suggest that schools may need help removing barriers to conducting more information-rich hiring.