Study of Teacher Selection, Assignment, and Classroom Effectiveness in Texas Public Schools

• In Event: Policy Issues Related to Teacher Quality

Abstract

Results are reported on teacher selection and assignment practices in Texas schools. Researchers sought to discover the attributes and teaching skills sought by school district decision makers who hire teachers and investigate the concept of information richness as it applies to the relationships among hiring practices, teacher/principal perceptions of job clarity, position fit, and campus stability. It was hypothesized information rich hiring processes lead to greater campus stability. Findings reinforced the viability of a working theory on “information rich hiring practices”, and suggest that schools where time and resources are devoted to providing a rich information exchange during the selection process may ultimately enhance teacher job stability.

Authors

• William Reaves, Center for Research, Evaluation and Advancement of Teacher Education

• Sherri Lowrey, Center for Research, Evaluation and Advancement of Teacher Education

• Dale M. Johnson, Tarleton State University

• Sam Sullivan, Sam Houston State University

• Susan Holley, Texas Association of School Administrators