Perceptions, Motivations, and Experiences of the Newly Hired Public School Teachers on the 2023 Hiring Policy Guidelines
DOI:
https://doi.org/10.64612/ijiv.v1i2.14Keywords:
education, policy, hiringAbstract
The educators positioned at the front of the classroom significantly influence the quality of basic education. Frequent changes in regulations may obscure the fairness, transparency, and adherence to educational principles of the recruitment process. This research aimed to ascertain the perceptions of newly appointed public school teachers in Region XII, Philippines, regarding the recruiting procedure established by Department Order No. 007, series of 2023. This policy influenced the evaluation of Teacher I job candidates. They were now evaluated according to a new set of criteria and a point system. Utilizing a descriptive-correlational study methodology, we acquired 333 insights from novice teachers. The majority were motivated to study diligently and acquire knowledge due to the new laws. They also expressed a comprehensive understanding of the recruitment process. There were discernible linkages among their objectives, experiences, and perspectives, but not very robust. Educators from diverse departments had similar objectives and perspectives, although their actual experiences varied significantly. There is a need of regularly evaluating recruitment procedures, offering comprehensive support to new teachers, and including schools, communities, and families in the hiring procedure. These efforts have the potential to enhance the educational system for everyone by making it more egalitarian, beneficial, and effective.
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