Content area
Abstract
The purposes of this study were to use a naturalistic paradigm to investigate the selection of first year teachers; to generate, from their own perspectives, an understanding of selection, criteria, process, and decisions of administrators in select geographic, cultural, and socio-economic context; and to generate a grounded theory of teacher selection through a constant comparative methodology.
Three distinctly different contexts were selected for maximum variation sampling. Twenty-four administrators, including seven district-level administrators and seventeen principals, were interviewed. The constant comparative methodology was used to simultaneously collect and analyze data. Evidence is presented to support the theory.
The grounded theory included three theoretical propositions and their supporting factors: (1) The selection of first year teachers is influenced by four factors which shape criteria--conditions in the context; administrator perception of context; administrator self-perception; and evaluation of selection products. (2) The selection of first year teachers is influenced by conditions of the selection process--conditions of teacher supply and demand; utilization and evaluation of input from others; the personal interview; and the role of the principal. (3) The final selection decision rests with administrator perception of congruence of candidate with the context, and is based on tacit understandings.
In the contexts of this study, teacher selection criteria were linked to the local conditions of the context, including the values, attitudes, philosophy, and goals of individuals within the context. Selection criteria and selection process interacted with each other and shaped the selection decision, which was ultimately based on the selecting administrator's perception that the candidate was congruent with the context.
Recommendations for further study were presented.
