a comparison of different teacher education/recruitment procedures: a case of english teachers, teachers’ leaders and school managers’ attitudes with regard to the efficacy of different teacher education/ recruitment approaches

Teacher education and teacher recruitment approaches have been considered as profound policy issues in the world. iran and elt have not been an exception in this regard. during the past decades, governmental colleges, teacher training centers and the teacher education universities have been responsible for the teacher education. after the islamic revolution, the major parliament legislation was ratified which concerns the majority of administration procedures for teacher education and teacher recruitment called “ghanoon motahedin amuzesh va parvaresh to investigate the issue of english teachers’ recruitment, two separate research were conducted. the initial research is done to shed light on the issues that were not addressed before in the literature. the second study with the same purpose as the first study was conducted to prove the results of the first one. in the initial study 100 teachers, 37 teachers’ leaders and 52 school managers were selected through a convenience sampling. in the confirmatory study 301 teachers, 36 teachers’ leaders and 25 school managers were selected through a convenience sampling. each group was given an adopted, localized and validated questionnaires. in the two research, exploratory factor analysis and kruskal-wallis test were used to analyze the data.the result of the sign test showed that from the point of view of the teachers, all the teachers irrespective of their employment types rated themselves significantly higher than the theoretical median. as to the main research question, the application of kruskal-wallis ended up with a significant difference toward the teachers’ attitude. the kruskal-wallis test for both the school managers and the teachers’ leaders shows no significant difference in the attitude towards the english teachers of diverse recruitment methods teaching in the governmental schools. in other words, at the 95% confidence level, there is no significant difference between the mean scores in the four employment groups, and the difference observed in the scores is a random difference. in other words, the hypothesis proposed in this section is confirmed. the result and the pedagogical implications are discussed from different aspects. it will also be discussed in terms of the expenditure and the relative efficacy of each recruitment procedure in terms of the cost-effectiveness in relation to the variables of this study