Perceived Fairness of Teacher Selection Process in Turkey

Abstract

This paper uniquely applies organisational justice theory to the teacher selection process and analyses the interview method in a centralised, heavily competitive context, with a non-autonomous selection process. The survey model was benefited in the study. A total of 146 participants determined by criterion sampling were accessed. Data were collected and analysed through the data collection tool used in line with the purpose of the research. Regression analysis indicated that the variables procedural justice, interactional justice, public personnel selection examination score, interview score, being hired, gender, and branch have a significant relationship with distributive justice perceptions. Furthermore, the teacher selection interview method was perceived as unjust and unfair; it is subjective to influential contacts and favouritism, ignores candidates’ labour and efforts by simply disqualifying most, and has poor reliability and validity structure. The most significant implication and consequential recommendation of this study is that under conditions of intense competition, in societies in which political conditions become influential, and in collectivist cultures, using interviews for teacher recruitment might be less reliable and less objective compared to other selection methods such as centralised pedagogical examinations or field test results.