Teacher characteristics for success in the classroom: Chinese principals’ perceptions for hiring decisions

Liu, Shujie; Liu, Caixiang; Stronge, James H.; Xu, Xianxuan

doi:10.1007/s12564-015-9412-7

Cited by 11 publications

(22 citation statements)

References 24 publications

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“…Douglas Staiger and Jonah Rockoff (2010) called for teacher performance to be prioritized across hiring processes to reduce costly incidences of teacher turnover; however, they recognized that there is little research on how to determine teaching effectiveness at the hiring stage. If school principals believe that teachers' classroom management skills may be challenged in their schools, then that could cause additional work for them by way of mentorship and parent relations (Cranston, 2012;Liu, Liu, Stronge, & Xu, 2016). It is important for principals to hire teachers who can complete a host of tasks (e.g., assessment, collaboration, problem-solving) in order to make the principal' s job easier and who have invested their time and resources to perform better at their jobs.…”

Section: Leaders Hiringmentioning

confidence: 99%

“…Lindsay Diamond, MaryAnn Demchak, and Tammy Abernathy (2020) found that rural elementary school principals in the United States preferred applicants who are recognized in the community or through their teaching evaluations. In a Chinese context, key personal attributes of teacher applicants can include establishing good parent relations, creating a supportive learning environment, showing enthusiasm, and being a positive role model (Liu et al, 2016). In addition to these studies, other researchers have noted enthusiasm, care, self-reflection, flexibility, work ethic, and commitment to professional development as important personal qualities (Davis, Ingle, & Choi, 2019;Ingle et al, 2011;Tamir, 2019).…”

Section: Leaders Hiringmentioning

confidence: 99%

See 1 more Smart Citation

Homeward Bound: Educational Leaders’ Perceptions of Hiring Repatriating International Teachers

Mizzi

2021

IJEPL

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The purpose of this study was to determine how educational leaders interpret job applications from international teachers who are planning to repatriate. Ten rural and urban educational leaders from the Canadian province of Manitoba were presented with three different fictitious cases to screen and analyze for shortlisting purposes. The findings suggest that international teachers need to clearly communicate their work experiences and explain how acquired intercultural and linguistic competencies would be advantageous for the school community. Educational leaders should apply an international awareness when screening job applications. Recommendations for both leadership development and global teaching careers are offered.

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Section: Leaders Hiringmentioning

confidence: 99%

Section: Leaders Hiringmentioning

confidence: 99%

Homeward Bound: Educational Leaders’ Perceptions of Hiring Repatriating International Teachers

Mizzi

2021

IJEPL

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“…uchazečů. Odpověď lze nalézt v článku publikovaném Liu, Liu, Stronge, Xu (2016), kteří pro zjištění výsledků využili metodu mixed methods (rozhovory a dotazníky). Jakým způsobem se ředitelé při výběru rozhodují, zjistil Engel (2013).…”

Section: Výsledky Rešeršeunclassified

Principals as Managers of Primary and Secondary Schools: State of the Art of Qualitative Research

Konvalinka¹

2017

TVV

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ŘEDITELÉ JAKO MANAŽEŘI ZÁKLADNÍCH A STŘEDNÍCH ŠKOL: AKTUÁLNÍ STAV POZNÁNÍ KVALITATIVNÍCH VÝZKUMŮKONVALINKA Michal, CZ ResuméCílem zkoumání je zachytit aktuální stav poznání kvalitativních výzkumů v oblasti řízení základních a středních škol z pohledu ředitele jako manažera těchto vzdělávacích institucí. Výsledkem je přehled současného stavu poznání v dané oblasti a představení zásadních témat, kterým se výzkumy věnují. Práce má charakter systematické rešerše literatury a chce být přínosem nejen pro výzkumníky, ale i pro ředitele, kterým pomůže najít relevantní články k vybraným tématům. Hlavní metodou je vyhledávání vědeckých prací za pomoci klíčových slov v rejstřících Web of Science a Scopus. Výchozími klíčovými slovy jsou: headteacher, school, principal, qualitative, interview, case study, focus group a mixed methods. Snahou je podchytit zejména všechny významné výzkumné práce, pro něž jsou ředitelé hlavními subjekty zkoumání. Práce je zaměřena na kvalitativní výzkum a obsahuje studie jak zahraniční, tak i české.Klíčová slova: rešerše literatury, ředitel, škola, kvalitativní výzkum PRINCIPALS AS MANAGERS OF PRIMARY AND SECONDARY SCHOOLS: STATE OF THE ART OF QUALITATIVE RESEARCH AbstractThe purpose of this literature review is to bring up the state of the art of qualitative research in this subject. This article is focused on the field of management in primary and secondary schools from the point of view of headteachers as managers of these educational institutions. The results highlight the vital aspects of the discussion. The work is relevant to researchers devoted to school management, and also to directors who would like to find relevant articles on this topic. The main method used to identify relevant articles was a systematic review based on specific keywords. Searches were made in the Web of Science and Scopus databases. The default keywords were: headteacher, school, principal, qualitative, interview, case study, focus group, and mixed methods. The work attempts to capture, in particular, all the important academic papers which consider directors as their main subjects of exploration. The work is focused on qualitative research and includes both foreign and Czech papers.Key words: literature review, headteacher, school, principal, qualitative research ÚvodKvalitativní výzkum umožňuje věnovat se velkému množství témat (vzdělávání, management, zdravotnictví aj.) a zahrnout mnoho vědních disciplín (sociologie, antropologie, psychologie atd.). V kterékoliv kombinaci kvalitativní výzkum přináší zajímavou a přínosnou cestu jak obohatit vědecké poznání. Mezi pět nejdůležitějších znaků kvalitativního výzkumu patří, že se zabývá významem lidských životů v reálných podmínkách; přináší názory a různé perspektivy lidí, kterých se výzkum týká, a zahrnuje podmínky a jejich kontext v životě lidí (Yin, 2011). Dle Yin (2011, s. 61) v posledních dekádách počet realizovaných kvalitativních výzkumů narostl a realizované studie jsou čím dál různorodější. Je tedy na místě zjistit, z jakých úhlů pohledu jsou realizovány kval...

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“…To state it another way, what personal and professional characteristics are important to school leaders when deciding which teaching candidate to employ? There has been some important and illuminating research conducted regarding principal preferences of particular teacher characteristics (Engel, 2008;Engel, 2013;Harris, Rutledge, Ingle, & Thompson, 2010;Liu, Liu, Stronge, & Xu, 2016; To summarize the extant research, school and district context has considerable influence on school leaders' preferred characteristics, and that the process can be highly subjective, though there are some common themes identified in the literature. This study sought to add to this literature by further examining school leaders' preferences regarding teacher personal and professional characteristics in the context of suburban and rural school districts in a largely rural state.…”

Section: Background Of the Studymentioning

confidence: 99%

“…The latest research in this area mirrored Engel's 2013 study, though in a far different geographic and cultural context. Liu, Liu, Stronge, and Xu (2016) conducted a mixed methods study to determine specific teacher characteristics sought by principals in China and compared these results with the United States counterparts. Qualitative interviews yielded the following list of personal characteristics that Chinese principals in this study preferred: "nicely dressed, no use of profanity, humble, having a positive attitude, happy, humorous, patient, and diligent" (p.112).…”

Section: Principal Preferences Of Teacher Characteristics In Hiringmentioning

confidence: 99%

An examination of school leaders' preferences for teacher applicant characteristics.

Davis¹

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Teachers are important to student achievement. The selection of teachers in most schools in the United States is the responsibility of the principal. This study examined preferences of school leaders for teacher applicant characteristics. An exploratory factor analysis of the results (N = 209) of the Preferred Teacher Applicant Characteristics Survey (PTACS) determined four underlying dimension of the PTACS instrument: personal characteristics, professional characteristics, ancillary characteristics, and demographic characteristics. These became the dependent variable in a series of linear multiple regression analyses to examine the relationship between a school's characteristics-poverty, school performance category, average teacher experience, and the school leader's age, gender, current role and years in current role-and a school leader' preferences for teacher applicant characteristics. Study results indicated a significant positive change in a school leader's preference for personal teacher applicant characteristics for female school leaders as compared to male school leaders. viii

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Teacher characteristics for success in the classroom: Chinese principals’ perceptions for hiring decisions

Cited by 11 publications

References 24 publications

Homeward Bound: Educational Leaders’ Perceptions of Hiring Repatriating International Teachers

Homeward Bound: Educational Leaders’ Perceptions of Hiring Repatriating International Teachers

Principals as Managers of Primary and Secondary Schools: State of the Art of Qualitative Research

An examination of school leaders' preferences for teacher applicant characteristics.

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