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Educational Administration Quarterly
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Teacher Recruitment in a School Reform State: Factors That Influence Applicant Attraction to Teaching Vacancies

Paul A. Winter

Department of Leadership, Foundations, and Human Resources Education at the University of Louisville

Samuel H. Melloy

West Point Independent School District in West Point, Kentucky

This study addressed applicant reactions to teaching positions announced in recruitment media. The independent variables were school classification based on standardized student achievement tests (in need of assistance, progressing, meets goal), signing bonus (10% initial signing bonus, no bonus), and teaching experience (experienced, inexperienced). The dependent variable was applicant rating of the job. The design was a 2 x 2 x (3 x S) split-plot ANOVA. Applicants rated jobs at in-need-of-assistance schools lower than jobs at progressing schools and meets-goal schools, and progressing schools were rated lower than meets-goal schools ({omega} = .52). Inexperienced teachers rated jobs more favorably than experienced teachers, holding all other factors constant ({omega} = .113). There was also a significant school classification by signing bonus interaction ({omega} = .02). Results affect teacher recruitment practice and future research.

Key Words: teacher recruitment • educational personnel recruitment

Educational Administration Quarterly, Vol. 41, No. 2, 349-372 (2005)
DOI: 10.1177/0013161X04269595
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