A convincing body of evidence shows that teachers are the most significant in-school influence on student achievement. The process of selecting the most effective future teachers has implications not only for individual applicants and education systems, but for society as a whole.
The Guardian published an article written by Professor Rob Klassen, outlining the importance of teacher selection, and exploring the latest research into the traits of successful teachers, and how this could inform recruitment. Read the full article here.
Researchers from the Psychology in Education Research Centre (PERC) at the University of York are working with Work Psychology Group to develop a reliable, valid, practical and evidence-supported SJT. Results show our pilot SJT exhibits excellent psychometric properties and is significantly correlated with interview criteria, meaning that the test may be useful for initial screening of non-cognitive attributes. Initial results demonstrate the feasibility of the approach and provide a robust rationale for extending the work on a wider platform.
Our work has now been extended to Australia, Canada, Finland, Ireland, and Oman with a number of teacher training providers and education authorities involved in development of locally-relevant content and norms. Further development of SJTs to reflect the differential non-cognitive attributes necessary for success in primary and secondary settings is in development.
Professor and Chair
Psychology in Education Research Centre
University of York, UK