The Extent to which Affective Domain Characteristics Are Taken into Consideration in the Teacher Selection and Appointment Process

Abstract

This study was conducted using the document analysis technique in qualitative research pattern and aimed to reveal the extent to which affective characteristics that teachers must have are considered in the current selection and appointment model. MEB, OMGY and MEB Appointment and Designation Regulations, which were determined using purposive sampling, were the basic reference documents. In addition, a range of criteria, which were determined based on human resource management and the process of selection and appointment of teachers, was used in the evaluation of the current model. The results of the study revealed that very few affective characteristics were taken into consideration and even the ones which were considered in the evaluation process could not be measured with appropriate assessment techniques. It was concluded that the current practice mostly meets the audit criteria in terms of selection and appointment, but it partially meets progressivity, functionality and multiple perspectives criteria and it poorly meets integrity, impartiality, and practicality criteria. Extended Abstract PurposeIn human resources management, selection process is to determine the candidate who can best meet the job requirements which were decided beforehand. The basic human resource of the education system is teachers. The products of the system are directly influenced by teachers'characteristics. Therefore, it is of key importance to select teachers with required qualifications. In Turkey, the characteristicswhich are required for being a teacher are