There is no abstract available for this dissertation.

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No description available.

This study is an investigation into the implementation of the staff selection policy in three schools in Umlazi district, south of Durban. The concerns expressed by educators and / Thesis (M.Ed.) - University of KwaZulu Natal, 2006.

The study examined the challenges faced by the selection committees during the selection process and recommendation of the appointment of educators particularly to promotional posts in rural schools. Through my working experience in the rural schools for the past eighteen years, I have realised that rural communities are characterized by a cocktail of social ills, such as, poverty, poor hygiene, dreadful diseases and illiteracy. From the verbal discussions with my colleagues and members of the community, it has become evident that rural schools are faced with many challenges. I have also realized that some members of the School Governing Bodies (SGBs) encounter numerous problems in performing their tasks. A School Governing Body (SGB) was constituted in terms of the South African Schools Act (SASA) No.84 of 1996. According to SASA; the SGB has many functions to perform. One of these functions is to form a selection committee to interview candidates and make recommendations to the Department of Education for the appointment of the selected educators. However, existing literature and studies revealed that the selection and appointment process in some schools is fraught with many problems. Some of the problems emanate from the nature and the way the selection committee is composed. For instance, in certain rural schools there is a low level of education amongst some parents and some members do not have conception of what is required from educators in order to qualify for employment or promotion. Subsequently, their ability to interview and select educators is questionable. The findings of the study suggested that there are also underlying factors which affected the selection process. These factors ranged from favouritism, subjectivity and biasness, impact of the Post Provisional Norm/Model (PPN/M), selection and scoring criteria, lack of expertise to manipulation by members during the selection process. Recommendations were made on the basis of these findings, however, the results of this study may not be generalized to all the rural schools in South Africa because of a few number of participants who were involved. / Thesis (M.Ed.)-University of KwaZulu-Natal, 2007.

Teacher selection is an important component in the way schools and school corporations hope to attain their overall goals and objectives. This study was designed to partially replicate a study completed by H. Bradford Allison in 1981 at the University of Wisconsin - Madison which looked at the effect of candidate age, candidate experience, and administrator position in the teacher selection process.Randomly selected administrators (300 principals and 300 superintendents) were sent a packet of information which included a candidate summary containing hypothetical information about a teacher candidate and a position description which outlined the teaching position to be filled. The candidate summary varied age two ways (29 years and 49 years) and experience level three ways (no experience, three years experience, and eight years experience). After reviewing the information, respondents were asked to rate the hypothetical candidate on the following six criteria:1. Candidate's knowledge of the curricular area.2. Candidate's ability to transmit knowledge.3. Candidate's likelihood to contribute to overall school operations.4. Candidate's ability to maintain a disciplined teaching environment.5. Candidate's ability to create a friendly classroom environment.6. Candidate's potential to grow in the profession.The dependent variable was the composite score or overall candidate rating computed from the six criteria on the candidate evaluation form. A 3X2X2 factorial design was used for this experiment and analysis of variance was used to analyze the effects of the variables on the composite rating.An alpha level of .05 was established as the critical value. The analysis yielded a significant F ratio (.033) for the three way interaction of administrator position, candidate age, and candidate experience. There was no significant F value for any of the two way interactions (administrator position X candidate experience, administrator position X candidate age, and candidate experience X candidate age). Nor was there a significant F value for any single main effect.Further analysis of the statistically significant three way interaction found that superintendents rated 49-year-old candidates with eight years experience significantly lower than they rated 29-year-old candidates with eight years experience. These findings suggest that under the conditions utilized in this study, age discrimination was not universally evident but occurred in the way superintendents rated 49-year-old candidates with eight years experience. / Department of Educational Leadership

This study was formulated around the critical issues of teacher selection, potential discrimination, and candidate competence. This study investigated the effects of teacher candidate's age, ethnic name and undergraduate Grade Point Average (G.P.A.) on the school principals' evaluation of the candidate in the resume screening stage of selection.One hundred secondary school principals from a national random sample rated the hypothetical teacher candidates with different age conditions and resume conditions (ethnic name and G.P.A.). The principals' ratings for each candidate on the six selection criteria on the evaluation form were computed to yield a composite score for the candidate. Analysis of Variance (ANOVA) was used to examine the differences among composite scores for the candidates with different age and resume conditions. There was no statistically significant difference found in the principals' ratings for the candidates with different age conditions. This finding indicated that candidate's age did not have an effect on the principals’ evaluation. There was a statistically significant difference in the principals' ratings for the candidates with different resume condition. This finding indicated that candidate's resume condition had influence on the principals' evaluation.A post-hoc procedure, Tukey (HSD), was further used to detect the specifics of the resume condition effect. The data analyses indicated that candidate's G.P.A. had a direct effect on the principals' evaluation only for the Anglo-Saxon name candidates not for the Hispanic name candidates The data analyses also indicated that candidate's ethnic name had an indirect effect on the principals' evaluation, and the effect was in favor of the Hispanic name candidates with a high G.P.A. / Department of Educational Leadership

There is no abstract available for this dissertation.

The problem of this study was the identification of practices which, in the opinions of school administrators, practicing teachers, and a jury of experts in the field of school administration, are useful to the selection of teachers for Texas Public Schools. Identifiable practices in this study were categorized into two major areas: informational items and procedural items.

The problem of this study was the prediction of aggressive, submissive, and normal student teaching behavior by the use of needs profiles from sociometrically defined groups of education students. The criteria profiles were constructed using beginning education students, and prediction was made on a student teaching population.