English language teacher recruitment practices in higher education institutions: A case study in Turkey

Abstract

The present study aims to explore an intensive English program in higher education in Turkey to have a better understanding of (1) the constructed profile of effective English language teachers, (2) the constructed recruitment process, and (3) the relationship between the characteristics listed in the profile and the recruitment process. Further, the nativeness issue was also integrated into the study. Participants were administrators and recruitment committee members, Turkish teachers of English, and non-Turkish teachers of English. Data came from interviews and documents. The documents analyzed in the study were official job announcements and the recruitment section of the web page of the relevant institution. The constructed profile of effective English language teachers was found to involve a high level of language proficiency, pedagogical content knowledge, an awareness of culture and language, and being enthusiastic and motivating. The criteria constructed in the recruitment process were a high level of language proficiency, exam proficiency, experience, and pedagogical content knowledge. Nativeness was associated neither with teacher efficacy nor the recruitment process. Finally, two findings were found to be matching in the data when the relationship between the profile of effective teachers and the recruitment process were compared and contrasted. These were a high level of language proficiency and pedagogical content knowledge.