Evaluating Urban Teacher Recruitment Programs: An Application of Private Sector Recruitment Theories

Abstract

This teacher recruitment study was conducted in one of the largest school districts in the United States. The participants ( N = 152) were newly hired teachers. Findings revealed the participants considered economic (e.g., teacher salary schedule), school (e.g., location), and community (e.g., cultural opportunities) attributes important in their decision to accept a teaching job. Some hiring process attributes (e.g., ease of the application process) received low ratings. Score on a hiring process scale was the most powerful predictor of teacher satisfaction with the recruitment process and attraction to a teaching job in the district. Implications for practice and future research are discussed.