K-12教育工作者的个性与沟通技巧期望:21,805个在线招聘广告内容分析

Kevin M. Williams, Steven Holtzman, Caroline Wylie, Tao Wang, Devon Kinsey, Tak Ming Leung
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引用次数: 0

摘要

为了促进有效的教育,K-12(幼儿园到12年级)的教师和工作人员需要广泛的技能。尽管雇主调查、专家评级和实证研究(如预测有效性研究)对这些技能提供了有价值的见解,但在线招聘广告可能会提供额外的关键数据。这些广告反映了学校或学区的优先事项和价值观,并让求职者有机会评估自己是否适合某个职位,或者是否应该接受任何补充培训。作者分析了来自美国的21805个在线招聘广告,以调查对K-12教师和教职员工的期望,这些期望涉及一组尚未得到充分研究的技能,即可转移技能。根据我们的研究结果,沟通技巧对于教师、辅助教育工作者、校长和行政助理来说是非常重要的,但是其他构式(如个性)的相对重要性在这些群体中差异很大。作者讨论了这些发现对培训、评估和招聘K-12教师和员工的实际意义。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Personality and Communication Skills Expectations of K–12 Educators: A Content Analysis of 21,805 Online Job Advertisements
A wide range of skills are required of K–12 (kindergarten through Grade 12) teachers and staff in order to facilitate effective education. Although employer surveys, expert ratings, and empirical research such as predictive validity studies provide valuable insights into these skills, online job advertisements may offer additional critical data. These advertisements reflect a school or district’s priorities and values and allow job candidates an opportunity to evaluate whether they are an appropriate fit for a position or if they should pursue any supplementary training. The authors analyzed 21,805 online job advertisements from the United States to examine the expectations for K–12 teachers and staff across an understudied group of skills, namely, transferable skills. Based on our results, communication skills were highly valued for teachers, paraeducators, principals, and administrative assistants, but the relative importance of other constructs (e.g., personality) varied considerably across these groups. The authors discuss the practical implications of these findings for training, assessing, and recruiting K–12 teachers and staff.
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