Teacher Recruitment and Selection Process: A Case of Selected International Secondary Schools in Lusaka District, Zambia

Abstract

Overview: This study was designed to investigate teacher recruitment and selection process in selected international secondary schools in Lusaka, Zambia with specific reference to its impact.

Body of Knowledge: The study delves into the methodologies and practices adopted to attract, evaluate, and hire educators. It explores the criteria used to assess candidates' qualifications, competencies, and suitability for the roles within these institutions. The study investigated the balance between academic credentials, teaching experience, and personal attributes in the selection process.

Methods: The study employed a descriptive survey research design. The approach was mainly through qualitative methods of data collection and analysis, using themes and sub-themes drawn from in-depth personal interviews. The qualitative approach was however supplemented with quantitative material obtained using self-administered semi-structured questionnaires. The study sample consisted 100 respondents; 4 current and 4 former vice principals of secondary sections, including 46 serving and 46 former secondary schools teachers in four international secondary schools in Lusaka.  The qualitative data was analyzed thematically whereas the quantitative data was analyzed using Microsoft word and SPSS to come up with graphs, charts and tables.

Results: The study established that the highest percentage of teachers teaching in the international schools were recruited on referral basis, indicating a closed system of recruitment in which teachers with previous experiences in similar schools stood better chances of being recruited. Findings further showed that academic credentials were a key determinant to recruitment. Additionally, the study found that while most foreign teachers were recruited with a minimum of two years teaching experience, findings indicated that Zambian teachers had to have longer teaching experiences of about 5 to 10 years.

Recommendation: Government should implement standardized criteria for evaluating candidates that align with the school's values, educational philosophy, and specific needs. This could include academic qualifications, teaching experience, pedagogical skills, and alignment with the school's mission.