A dissertation completed at
The Center for Education, Widener University,
One University Place, Chester, PA 19013 		 
IMPACT OF SELECTED FACTORS IN THE HIRING PRACTICES FOR MIDDLE SCHOOL TEACHERS
Grace L. Cisek, Ed. D.
May 2000

RETURN
edited 01/20/01

 


ABSTRACT

The purpose of this research was to identify candidate characteristics that were used to select teachers for middle level teaching positions. The study examined the hiring variables utilized in the selection process of faculty. The research focused upon the perceptions and philosophies of middle school principals.

To answer the research questions quantitative analyses of practices were utilized to examine trends in hiring and reassigning faculty in the event that demographics necessitated a change from a junior high school alignment to a middle level school. Specifically targeted were the perceived differences concerning competencies and characteristics desired in faculty selected for middle level instruction.

The study examined the background, education and experiences of principals at the middle level and their subsequent espoused platforms (philosophies) concerning the characteristics of prospective teachers. The questionnaire was developed utilizing recommendations set forth by the Carnegie Council of Adolescent Development, National Middle School Association and additional research concerning effective middle schools. A secondary purpose of the study was to determine if the gender or service years of experience of the principal influenced hiring practices at the middle school level.

The principals were asked to respond to statements on a questionnaire which reflect the middle school concept as described by the Carnegie Council on Adolescent Development (1990) and the National Middle School Association (1995) regard to their hiring practices. Another section of the questionnaire provided demographic data about the middle school principal: specifically their gender, education, teaching experience prior to administration, professional development and administrative experience.

The results of this study indicated that the principals' own educational training and experience are predictive of their attitudes towards the characteristics of potential staff for their middle school. There were significant differences found in the principals' perceptions of desired teacher characteristics in relationship to their prior high school administrative experiences. Administrators that moved to the middle school level after working in the 9-12 grade levels differed from the overall population in the desired characteristics of subject content knowledge and classroom management. A difference was also found between the independent variables of gender and service years and the dependent variables.

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