Perceptions about the teacher hiring process in Chile: Critical aspects and inequity in the system.

Abstract

Based on in-depth interviews with school leadership teams, compromised of principals and academic supervisors, from 32 Metropolitan Region recruitment units, this study characterizes the teacher recruitment process, studying practices and preferences in schools with different socioeconomic levels and governance. The analysis of the interviews shows important differences in the perceptions of school leadership teams on the complexity and formality of the recruitment process. Partially subsidized private schools, which belong to a large network and have greater financial resources, show a more complex management process in recruiting new teachers. In all of the schools studied, the resume is complemented by at least one in-person interview. Classroom observations are less common, however, and occur in higher-income schools. Weaknesses in initial teacher training programs, lower salaries, difficult job conditions, and a lack of previous experience in similar contexts are mentioned as factors explaining the failure to attract qualified candidates in low-income schools. Regarding new teachers, their adaptability, vocation and willingness to work for lower salaries are mentioned as advantages in their recruitment. Their disadvantages include group management, authority issues and a lack of diversity management in the classroom. Support and induction processes are perceived as key factors for teacher retention.