Building The Trust of Education: Recruitment, Orientation, Placement, of Educators and Education Personnel

By: Tria Pratiwi (2259100007), First Semester of Master's Student/Class E Department of Islamic Education Management, UIN Sunan Gunung Djati Bandung

In many schools, both public and private, the recruitment and placement of teachers are still treated as mere administrative formalities. A decree is issued, a name is announced, and a person officially becomes a teacher, yet the deeper meaning of amanah (trust) is often forgotten. Being an educator is not simply an occupation; it is a moral responsibility to nurture life. Unfortunately, the system often places teachers without considering their calling or competence. Orientation programs are frequently ceremonial, lacking genuine value formation and meaningful guidance. As a result, many educators work without direction or a sense of belonging. In truth, recruitment, orientation, and placement should cultivate integrity, compassion, and professionalism so that education truly becomes a field of trust and devotion.

The author highlights four essential aspects of teacher recruitment, orientation, and placement, adapted from Human Resource Management in Education by Prof. Rusdiana.

First, becoming an educator is not the result of a single decree but the outcome of a process grounded in justice and responsibility. Appointing teachers and education personnel is not merely administrative or about filling vacant positions, it is a moral act that affirms trust and accountability. Every appointment offers someone the opportunity to nurture lives through education. Thus, the process must be carried out with care, based on competence, character, and integrity, not personal connections. A teacher born from a just and transparent process will serve with sincerity, not mere compliance.

Second, orientation is more than a welcoming event; it is an introduction to the "soul" of the institution where one will serve. This stage helps new educators understand the school's values, culture, and direction. It is natural to feel uncertain in the first days, orientation is meant to guide, not judge. Through formal sessions and informal interactions with mentors and colleagues, teachers learn to adapt, find meaning, and build belonging. A warm and meaningful orientation inspires teachers to work not out of obligation, but from the heart.

Third, teacher placement goes beyond administrative convenience, it is about placing people where their skills and passions can flourish. A teacher in the right place will teach with heart, not out of compulsion. Therefore, placement must consider expertise, experience, and humanity, not merely institutional needs. When mismatches occur, schools should allow realignment. A teacher working in harmony with their potential is not just performing a job but fulfilling a life calling.

Fourth, a teacher's character does not emerge instantly; it is nurtured by the school's system and culture from the very beginning. When recruitment is fair, orientation is sincere, and placement respects one's abilities, it produces educators who are calm, purposeful, and wholehearted in their work. They feel valued, supported, and have space to grow. Conversely, when these processes are done carelessly, teachers lose motivation and direction. Building the character of educators, therefore, begins with how we welcome and guide them at the start of their journey.

In conclusion, being an educator is a sacred trust, not merely a position. Recruitment, orientation, and placement must be guided by fairness, sincerity, and respect for human dignity. Teachers who are placed correctly, nurtured with compassion, and treated with justice will serve not out of duty, but out of love. From these meaningful beginnings, the integrity and devotion of true educators are born.

All discussions in this article are adapted from Module Part 6: Recruitment, Orientation, and Placement of Educators and Educational Personnel by Prof. Dr. H. A. Rusdiana, M.M., Lecturer in Educational Human Resource Management at UIN Sunan Gunung Djati Bandung.

Source: https://digilib.uinsgd.ac.id/id/eprint/67789