Hiring Practices, Uses of Social Media, and Teacher Retention Differences

Hiring Practices, Uses of Social Media, and Teacher Retention Differences

Bridgette Waite (Dowling College, USA) and Elsa-Sofia Morote (Farmingdale State University of New York, USA)
DOI: 10.4018/978-1-5225-3616-1.ch012
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Abstract

This study assesses the differences between teacher retention rate and human resource (HR) managers' hiring practices, self-efficacy. Their use of social media websites (Facebook, LinkedIn, and Twitter) for hiring was evaluated. Turnover of teachers with fewer than 5 years of experience was gathered from New York State Education Department (NYSED) database. New York State schools were separated by high and low teacher retention rates. A Likert Scale Survey with one open ended question was sent to school districts HR managers. An independent sample t test was used to determine the differences between high and low teacher retention rates. A content analysis is presented using the responses to the open-ended question. Findings indicated that less than half of the HR managers used social media in the hiring process. No significant differences between teacher retention rates, HR managers' practices, and HR self-efficacy was found.
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Background

The purpose of this quantitative study was to assess the differences between HR managers’ self-efficacy and the retention levels in their districts (low versus high) and their use of social media websites—specifically Facebook, LinkedIn, and Twitter—for recruitment, selection, and hiring.

How do human resource managers in school districts with high and low retention rates differ in their use of the three social media dimensions of self-efficacy, recruiting, and hiring and selection?

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