Doctor of Education (Ed.D.)
James H. Stronge
The major purposes of this study were to describe the recruitment practices of the public school divisions in Virginia and to examine the relationship between recruitment sources used in Chesapeake Public Schools and four measures of personnel effectiveness (retention rates, job performance, job satisfaction, and attendance of teachers). Data were collected using three questionnaires designed for the study, the Minnesota Satisfaction Questionnaire, and archival records maintained by Chesapeake Public Schools. Information was solicited from the superintendents or chief personnel officers of the 133 public school divisions in the Commonwealth of Virginia and from teachers hired in Chesapeake Public Schools between 1989 and 1993, inclusively.;Data related to the recruitment practices of Virginia school divisions were analyzed using descriptive statistics. Data related to recruitment source effectiveness were analyzed using chi-square tests and analyses of variance.;Study findings indicated that most Virginia school systems do not have written policies addressing teacher recruitment or a plan for regularly evaluating the recruitment process. In addition, most use traditional methods of recruiting such as campus recruitment and recruitment brochures and provide little or no training for recruiters. No statistical difference was found in the retention rates, job performance, job satisfaction, or attendance rates of teachers who were recruited from different sources. Results of this study suggest that school systems need to carefully evaluate their recruitment efforts to determine if their recruitment goals are being met.
© The Author
Palombo, Linda Duffy, "Recruitment practices of Virginia public school divisions and the effectiveness of selected sources in the recruitment of teachers" (1995). Dissertations, Theses, and Masters Projects. William & Mary. Paper 1539618683.