Exploring Hiring Managers’ Strategies for Recruiting Diverse Educators in a Southeastern State
type: CreativeWork
description: This dissertation examined the strategies applied by hiring managers within one state in the southeastern United States to recruit diverse teachers. The purpose of the study was to explore hiring managers’ experiences and knowledge of minority teacher recruitment. The primary research question for this study was: What strategies do hiring managers in the school district under study find most effective in overcoming barriers to recruiting minority educators, and how do they measure their success? Data was collected through semi-structured interviews, and thematic coding was used to arrive at emerging themes, patterns, and perceptions. The findings revealed that while hiring managers were committed to diversity, concerns such as not locating diverse candidates, lack of applicants, and external concerns such as health screening mandates and budget constraints often hindered their efforts to achieve a fully diverse staff. It was concluded that while the school district under study had a stated commitment to diversity hiring, the actual implementation faced significant hurdles, particularly in specialized teaching fields and due to systemic issues like limited applicant pools and external policy impacts. Despite those barriers, intentional practices such as outreach in the community, targeted outreach at Historically Black Colleges and Universities (HBCUs), and the use of objective assessment tools had the promise to make the workplace more diverse. It is recommended that school districts increase partnerships with minority-serving institutions, institute targeted funding for diversity initiatives, and enforce accountability systems for monitoring equitable hiring practices.
abstract: This dissertation examined the strategies applied by hiring managers within one state in the southeastern United States to recruit diverse teachers. The purpose of the study was to explore hiring managers’ experiences and knowledge of minority teacher recruitment. The primary research question for this study was: What strategies do hiring managers in the school district under study find most effective in overcoming barriers to recruiting minority educators, and how do they measure their success? Data was collected through semi-structured interviews, and thematic coding was used to arrive at emerging themes, patterns, and perceptions. The findings revealed that while hiring managers were committed to diversity, concerns such as not locating diverse candidates, lack of applicants, and external concerns such as health screening mandates and budget constraints often hindered their efforts to achieve a fully diverse staff. It was concluded that while the school district under study had a stated commitment to diversity hiring, the actual implementation faced significant hurdles, particularly in specialized teaching fields and due to systemic issues like limited applicant pools and external policy impacts. Despite those barriers, intentional practices such as outreach in the community, targeted outreach at Historically Black Colleges and Universities (HBCUs), and the use of objective assessment tools had the promise to make the workplace more diverse. It is recommended that school districts increase partnerships with minority-serving institutions, institute targeted funding for diversity initiatives, and enforce accountability systems for monitoring equitable hiring practices.
author: Davis Ma, Keisa K
keywords: Minority teacher recruitment, hiring practices, diversity initiatives, Phenomenological, Public school staffing strategies, Equitable workforce development in K–12 education, Community-Based Research, Diversity, Equity, and Inclusion, Educational Leadership, Educational Methods, Human Resources Management, Inequality and Stratification, Labor Relations, Other Educational Administration and Supervision, Performance Management, Quantitative, Qualitative, Comparative, and Historical Methodologies, Race and Ethnicity, Teacher Education and Professional Development, Training and Development
date published: 2025-12-01T08:00:00Z
date modified: 2026-07-24T03:21:46Z
provider: National-Louis University
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: National-Louis University