Do teaching credentials matter? School leaders’ preferences when screening and selecting teacher candidates

Abstract This article investigates the credentials that school administrators look for when screening and selecting candidates for teaching positions. Twenty School leaders throughout a mid-Atlantic school district. The finding reveal that when screening and selecting teacher for positions, those responsible for the interviewing and hiring process rely on their personal experiences and gut instincts to make these important decisions. The results of the study suggest school administrators need training on hiring practices and how to make research-based decision-making strategies. The findings may inform policy implications: * The district should create a tool that screens for the best candidates based on the baseline data that identify those who are highly credentialed. * Teacher preparation and professional development should focus on the credentials that lead to higher student achievement. * Principal certification programs should focus on identifying effective teachers, screening and selection, and human capital management.