Mechanism of Recruitment for Educators and Educational Personnel

The phenomenon of declining education quality is often triggered by the weak selection process of educators and educational personnel. The assumption is that if the selection process is conducted objectively and systematically, educational institutions will acquire competent and high-integrity human resources. However, problems arise when the selection process becomes merely a formality without upholding honesty, fairness, and validity principles. Therefore, this study aims to examine the concepts, principles, methods, and stages of educator and educational personnel selection to ensure that recruitment produces professional staff who contribute to improving national education quality.

                                         

First: The Basic Concept of Educator and Educational Personnel Selection. Selection refers to a decision-making process to choose individuals who will fill specific positions based on an assessment of how well their characteristics align with the job requirements. The purpose of selection is to obtain educators and educational personnel who are qualified, honest, disciplined, skilled, dynamic, creative, innovative, responsible, loyal, independent, law-abiding, and capable of reducing absenteeism and turnover. Several reasons make the selection process essential: (a) it ensures organizational performance through competent staff; (b) it minimizes recruitment and appointment costs; and (c) it fulfills legal aspects while preventing discrimination.

 

Second: The selection of educators and educational personnel must be based on honesty, accuracy, and objectivity to produce qualified employees. Selection instruments must be standardized, objective, norm-referenced, reliable, and valid. The selection policy refers to legal frameworks such as Law No. 20 of 2003 on the National Education System, Ministerial Regulations No. 16/2007 and No. 24/2008, and Law No. 14 of 2005 on Teachers and Lecturers, emphasizing academic qualifications, competence, and certification. Selection considerations should also include the institution's core competencies, future staff development plans, and a work culture that values honesty and responsibility.

 

Third: Selection methods include interviews, reference checks, curriculum vitae reviews, and ability tests. The techniques comprise academic knowledge tests, psychological assessments (IQ, aptitude, interests, personality, achievements), physical and health examinations, honesty tests, and performance evaluations. The selection process generally proceeds through several stages: (1) administrative/theoretical screening, (2) assessment of mental attitude, discipline, and actual capability, and (3) pre-service or training programs followed by final examinations to determine eligibility. The assessors must possess good character, empathy, communication skills, and a clear understanding of the selection objectives. Selection results are then evaluated to measure the effectiveness of the methods used as a basis for improvement.

 

 Fourth: The selection process involves seven main stages: administrative screening (diplomas, CV, police clearance, medical certificate, and experience), selection tests (written, psychological, physical, and health tests), interviews to assess suitability, background and reference checks, a realistic job preview to provide a genuine picture of the work, selection decisions based on test results and verification, and finally, appointment letters accompanied by orientation and job placement.