Landing the job: A survey of new teachers

Background and Rationale

They have invested significant time and financial resources towards their career goal of becoming a teacher. They may have had to repeatedly defended their career choice as friends and relatives question why they selected a relatively low-paying, low status occupation. They also know the job market is crowded in most teaching fields and there will be many candidates for each position. So what can newly certified teachers do to prepare for their first job search? Can they learn anything from their peers who recently succeeded at landing their first teaching position?

The process of hiring new teachers has been studied from a number of different perspectives. From the employer's perspective there is concern over what factors to consider and how to compare candidates. Bredeson (1985) analyzed research about the hiring process and constructed a decision making model. The model illustrates how employers perceive and integrate information from various sources and make hiring decisions. Kopetskie (1983) examined the process from a more practical point of view, proposing the use of a Candidate Comparison Instrument with designated categories such as philosophy of education and extracurricular activities. If the administrator sticks with this structure, applicants can be more objectively compared.

A key element of the hiring process, the job interview, has also been a topic of inquiry. O'Hair (1989) proposed a model of five factors: demographics, communication, psychological, atmosphere and enthusiasm, which influenced interview outcomes, and suggested means for preparing prospective teachers for interviews. Travers (1989) tells the interviewer that a thorough interview, covering interpersonal skills, instructional effectiveness, fit with the school needs and professional development, can be conducted in less than an hour.

Special issues relating to candidates' success or failure in securing a teaching position have also been studied. An applicant's age, number of letters of reference, and G.P.A. were factors which Young and McMurry (1986) found contributed to employer bias when reviewing fictitious resumes. Perry (1981) lamented that the "best" teachers were not necessarily the ones hired, as employers placed a heavy emphasis on test score data.

Braun and others (1990) found the perceptions of successful teacher applicants and school administrators, regarding aspects of the job seeking process, were quite similar. Both groups viewed the interview as the most important element. Written recommendations from those who had observed the candidate's teaching were perceived as the most important part of the credential file and honesty of responses was identified as most important during an interview. They urge further study of the recruitment and selection process.

The purpose of this study was a learn more about the hiring process for new teachers from the perspective of those who recently were successful in securing teaching positions. What takes place during the all important interview? What is the usual time frame for the whole job hunting process? Did knowing someone or other "connections" play a part in the outcome? This view focused on what worked--so that this information might then be useful to prospective job seekers.

Design of Study

To gain more insight into factors related to t successfully finding a first teaching position, a survey questionnaire was sent to 55 recent graduates of a teacher education program for whom information was available that they had, indeed, been hired as a teacher. This information was obtained through the placement office and department faculty. The questionnaire, along with a cover letter and stamped return envelope, was sent at the completion of their first year of teaching. This time lapse allowed the teachers to reflect, perhaps more objectively, on the hiring process.

The four-page questionnaire, which could be completed anonymously, included 15 multiple choice questions about the job seeking process for the position they accepted, as well as information about other interviews or offers. The teachers were also asked whether they were employed by a public or private school, their grade level and subject area. As this Teacher Education Program has different options, these teachers were asked to identify themselves as baccalaureate degree, post-baccalaureate certification or master's degree wit initial teaching certification students. The questionnaire concluded with open-ended questions about why they thought they got the job and advice for others who will follow.

Results and Analysis

Twenty-two of the questionnaires were returned. As many of these forms were completed anonymously, a follow up for those who had not sent them back was not possible. Although the percentage of responses was disappointing, the information gained is interesting. The demo-graphic information is summarized in Table 1. (Table 1 omitted)

The teachers were asked to respond to a series of general questions about their interview with the school or district that subsequently hired them. They were asked how they got the interview, when it occurred, how long it lasted, who participated in it, and whether it was an individual or group format. For some questions, multiple responses were possible. Consistent with what many people suspect, the most popular reason for getting an interview was knowing someone in the school or district. Also, predictably, a principal was the most frequent interviewer. Perhaps less predictable were the responses indicating that the hiring process did not take place at the last minute, just before school opened, and that the interview tended to last less than one hour. Summaries of the responses ate in Table 2. (Table 2 omitted)

The questionnaire also attempted to get an idea of the content of these interviews. The teachers were asked to check topics that the interviewer raised and to also indicate topics or questions they initiated during the interview. The topics raised most frequently by the interviewer cluster around two general categories. One category, which could be called "Getting to Know You" includes general background information, reasons for choosing teaching as a career and professional plans and goals. The other category might be labeled "Teaching Issues" and includes the topics of student teaching, teaching style and classroom management. The teachers reported considerably fewer instances of topics/questions they initiated (213 asked of them, 80 asked by them), with their most frequently asked question being about the job responsibilities, and the next most frequent question being about the timeline for the hiring decision. Summaries of the interviewer and teacher questions are found in Tables 3 and 4. (Tables 3 and 4 omitted)

The new teachers were also asked questions about factors other than the interview which may have played a role in their hiring. These factors are ones which university faculty often discuss with their students, thus this survey information could provide a sort of reality check as to their importance.

Consistent with an elementary/secondary level trend, teacher candidates are often urged or required to prepare a portfolio to bring to their interview. Based on this survey, the trend is not yet a factor that is important to interviewers. Only one teacher reported being asked about a portfolio. Twelve (of 22 or 54.5%) reported they brought or showed parts of their portfolios.

The idea of a demonstration teaching lesson is also perceived as gaining in importance as part of the hiring decision process. The teacher is asked to prepare a lesson and teach it to a group of students. Sometimes this lesson is videotaped. Of the 22 teachers, only four reported this occurring, and an additional teacher had been observed during student teaching.

Although the interview is generally recognized as the determining factor in the hiring decision, some of these new teachers reported that other pieces of information had been reviewed. Fifteen (of 22 or 68%) believed their recommendations were reviewed, one teacher reported that recommendations were not reviewed and six teachers reported they did not know. Regarding more academic matters, 12 teachers (or 54.5% of the 22) reported their college transcripts were reviewed, 2 said they were not and 8 did not know. Passing the National Teacher Examination (NTE) is noted on the college transcript and is a requirement for certification. Only five teachers (23% of the 22) reported questions about their specific scores.

Information reported by these successful job seekers about the way the process played out for them is interesting and generally consistent with conventional wisdom. Most were not offered the job on the spot (although 3 were), but had to wait up to a week (11 teachers) or more than a week (8 teachers) to receive the good news. The job market is, indeed, competitive. Nine teachers reported that they believed more than 10 others were being considered for the job they got, one teacher said 5-10, four teachers said 1-5, and four teachers believed they were the only candidate. Four teachers reported they did not know how many other candidates were considered.

The new teachers reported the total number of interviews they had, although this information can be viewed from different perspectives. In a tight job market it is often difficult to get beyond the application phase and be invited for an interview, so few interviews might be reported. However, in this competitive market a candidate may have to go through several interviews before succeeding with a job offer. For this group of 22 teachers, 12 (54.5%) reported having 24 interviews, and 6 (27%) said they had 5-10. Two teachers reported they had more than ten interviews and, two teachers said they only interviewed where they got the job. Most of the teachers (12 or 54.5%) reported the job they accepted was their only job offer. Eight teachers (36%) had two job offers, one teacher had three job offers and one teacher reported having mote than three job offers.

The open-ended question asking the new teachers why they thought they were selected for the job yielded numerous (a total of 46) responses. Nearly all of these reasons given could, logically, be grouped into three broad categories: (1) Individual and Personal Reasons, (2) Teaching Skills and Qualifications and (3) Personality and Interpersonal Factors. One response (given by four teachers), that they were a known quantity because they had done their student teaching there, seems to fit both the first and second categories. Thus, it is listed separately. It is perhaps not unexpected yet interesting to note, that items of fate or chance unrelated to teaching ability (category is viewed as being of equal importance to teaching-related qualifications. Table 5 summarizes the responses. (Table 5 omitted)

When asked to give advice to those who will be seeking teaching positions in the future, these teachers had much to say. They made 52 suggestions, the most frequently named focusing on personality factors (be yourself and be confident) and preparedness (be knowledgeable). These suggestions, understandably practical in nature, are summarized in Table 6. (Table 6 omitted)

Discussion and Recommendations

Interesting patterns regarding the job hunting experiences of new teachers emerge from this survey data. This information could prove useful to others who will be seeking positions and to teacher education faculty who try to pre pare their students for the job market.

Although it can be assumed that all employers are out to find the most competent teachers, factors unrelated, or only marginally related, to a candidate's teaching competence played a significant role in these teachers' job seeking experiences. Who you are, who you know and even quirks of fate appear to be powerful elements in the process. The chance of even getting an interview seemed linked, in a number of cases, to knowing someone in the district or to taking the initiative and asking for an interview. Questions of a personal nature, such as why the candidate had chosen this profession, figured prominently in the actual interview. These teachers attributed their success in landing a job to factors related to their individual situation (i.e., being male or being in the right place at the right time) and to personality factors (i.e., enthusiastic or honest) as much as to indicators of teaching competence (i.e., strong recommendations or educational background).

However, teaching-related factors were still perceived as important to these successful job seekers. Questions about the student teaching experience, teaching style and views about classroom management were part of the inter view for nearly all the survey respondents. Most also believed their recommendations had been reviewed by the interviewer. Many of these teachers felt it was important that future job seekers are knowledgeable, implying that personality and luck are not enough]

Based on these teachers' experiences, innovative aspects of the interview process, such as a portfolio review or a teaching demonstration, have not been widely adopted. The interview, itself, seems to carry more weight than recommendations, grades or test scores.

Although the sample size of this survey was relatively small, the data do represent a balanced mix of elementary and secondary teachers and bah undergraduate and graduate level teacher certification program completers. Based on these findings the following recommendations emerge:

1) The data from this survey should be shared with future teachers. Information and advice from peers, who have recently been where they now plan to go, is probably far more compelling and credible than similar statements from placement office personnel or university faculty.

2) If personal contacts and luck are factors which can influence hiring decisions, it makes sense to try to maximize these possibilities. Networking to expand contacts, using any personal connections, and high-lighting desirable personal talents or traits on a resume or during an interview should be presented as valid and important parts of a job search.

3) It is important for future job seekers to work on both the "how" and "what" of the interview process. Interviewing techniques and the ability to express articulate answers to education-related questions can both be developed through practice. Mock interviews, either through the placement office or by area educators, can be a valuable learning experience.

4) A survey of successful job seekers should be repeated periodically. This process would help track changes or vends in interviewing practices. Also, if such a study is conducted regularly, graduates of a teacher education program would anticipate being part of it and the survey return rate might improve.

Landing a job as a teacher is not easy. Information that can help job seekers be better prepared and that can also help placement office personnel and teacher education faculty to better serve them is one way to try to make it, perhaps just a little bit easier.

References

Braun, J.A., Green, K., Willems, A., & Brown, M. (1990). Getting a job: Perceptions of successful applicants for teaching positions. Action in Teacher Education, 12(2), 44-54.

Bredeson, P.V. (1985). The teacher screening and selection process: A decision making model for school administrators. Journal of Research and Development in Education, 18(3), 8-15.

Kopetskie, T.P. (1983). An administrator's guide to hiring the right person. NASSP Bulletin, 67, 12-15.

O'Hair, M. (1989). Teacher employment interview: A neglected reality. Action in Teacher Education, 11(1), 53-57.

Perry, N.C. (1981). New teachers: Do 'the best' get hired? Phi Delta Kappan, 63(2), 113-114.

Travers, P.D. (1989). Preparing for teacher employment: An analysis of job applications. The Clearing House. 62, 263-265.

Young, I.P. & McMurry, B.R. (1886). Effects of chronological age, focal position. quality of information or screening decisions for teacher candidates. Journal of Research and Development in Education, 19(4), 1-9.

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