Teacher recruitment and selection practices in Nebraska Class II and III school districts and their relationship to selected factors

The purposes of this study were to identify the teacher recruitment and selection practices used by Nebraska Class II and III school districts and to determine whether significant differences existed according to (a) district average daily membership, (b) district expenditure per average daily membership, (c) district total assessed valuation per resident pupil, (d) position delegated primary responsibility for recruitment and selection, (e) distance between the district and the nearest teacher preparation institution, and (f) distance between the district and the nearest incorporated municipality with population of 25,000 or more. An assessment of Nebraska practices was made and recommendations for improvement set forth. Recommendations were based on information obtained from a review of literature. Data for the study were obtained through a questionnaire mailed to Nebraska public school superintendents serving in Class II and III districts during the 1986-87 year. The chi-square test of independence was used to analyze responses to yes/no and other categorical questions. An analysis of variance (ANOVA) was conducted on responses to questions involving continuous data. The Tukey test was used to determine which group means differed significantly from one another. The findings of the study indicated that many districts lacked a plan for recruiting teachers. Most districts operated as-need-arises recruitment programs with activities concentrated late in the school year. College/university placement offices were the only major sources for candidates and few districts had annual budgets specifically for recruiting. Recruitment and selection responsibility was shared by superintendents and principals, and often board members. The use of reference letters, transcripts, telephone follow-up, and interviews was prevalent. Districts neglected recommended selection practices such as requiring application forms, using structured interviews, encouraging teacher participation, and periodically evaluating practices. Average daily membership was the only independent variable of the five studied that had an overall effect on recruitment and selection. For 12 practices, enrollment had a significant effect. Districts should evaluate their recruitment and selection programs and initiate action to correct inadequacies