BIBLIOGRAHY


SIDDAYAO, JAYCA Y., April 2011. Enhancement of the
Recruitment and Selection Practices for English Teachers at Pines
International Academy Inc.Benguet State University, Open University, La
Trinidad, Benguet, Philippines.

Adviser: Raymund H. Pawid, Jr., MAPsy


ABSTRACT


This study was undertaken to identify and evaluate the
effectiveness of the recruitment and selection practices carried out by
Pines International Academy, Inc. (PIA) in the high need disciplines of
ESL education. Specifical y, this study addressed the differences between
the profiles of ESL teachers who were hired and those who were not hired
based on the recruitment and selection practices of PIA along with socio-
demographic factors such as age, sex, civil status, educational attainment,
degree and field of specialization, trainings and certification, and work
experience; identified the criteria preferred by the management in the
recruitment and selection; and assessed the perceived level of
implementation of the recruitment and selection practices.

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The study involved: the potential ESL teachers and currently
employed ESL teachers from January 2007-February 2011; and the HR
Personnel of Pines International Academy who took part in the decision
making and recruitment and selection process of ESL teachers. A total of
230 potential ESL teachers from 2007-2011 were chosen using Stratified
Random Sampling (SRS) to provide the data needed. The strata
employed in selecting the sample is their employment status: 100 or 43% -
hired and 130 or 57%-not hired.
The results showed that there were significant differences in the
distribution of respondents according to age, civil status, educational
attainment, and work experience.The respondents have a majority age
from 20-25 years; There were more single respondents than married;
more females than males; al of them were BS degree holders but most of
them specialized in non-education degree programs; most of them did not
attend trainings or did not avail certification prior to application for ESL
position.
Communications skil s and trainability were the most preferred
criteria by the management in the recruitment and selection of ESL
teachers by the current supervisors of PIA. On the other hand, physical
appearance, age and civil status were less preferred by the management
in the screening process.

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The respondents shared a common perception on the level of
implementation of the practices and guidelines on recruitment and
selection of Pines International Academy, Inc. Results showed that PIA
used traditional recruitment and personnel selection techniques.Some of
the identified practices and guidelines on recruitment and selection were
rated as “ful y implemented”such as: the recruitment of potential ESL
teachers is advertised through posting of existing vacancy in the local
newspapers; applicants file their applications with the Human Resources
Department; Resume or CV is submitted upon application; application
form is submitted upon application; upon approval of application
applicants are required to undergo training; After the pre-employment
training, the applicant is scheduled for final teaching demonstration and
final interview.
The other factors were identified as moderately implemented or
poorly implemented.

Notably, there should be greater efforts to upgrade the system of
recruitment and selection practices to increase the number of high quality
applicants. By using more specific qualification standards and better
qualitative selection system to hire qualified applicants, the organization
can reduce turnover, increase employee retention, and ultimately improve
critical business outcomes. Thus, a written guideline or upgraded manual

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of operations on recruitment and selection shal be designed and careful y
implemented.

An output of this study is a sample of a written guideline on
recruitment and selection. It is designed to promote better recruitment of
English teachers. The plan includes a brief explanation of the process and
examples of forms to use. It also provides a framework for communication
and training of individuals involved with the recruitment and selection
process and facilitates the consistent application of related policies to
promote diversity, integrity, and fairness.

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INTRODUCTION



Background of the Study
The human resource is the most important asset of an organization.
The success or failure of an organization is largely dependent on the
caliber of the people working therein. Without positive and creative
contributions from people, organizations cannot progress and prosper. In
order to achieve the goals or the activities of an organization, HR
practitioners need to recruit people with requisite skil s, qualifications and
experience. While doing so, they have to keep the present as wel as the
future requirements of their organizations in mind.
In recent decade, English as a Second Language (ESL) education
has become a higher priority to schools since they are held accountable
for the education ofESL students. However, there are stil chal enges to
overcome in the 21st century. Through this study, the respondents or other
employees and ESL teacher candidates wil become increasingly more
knowledgeable regarding the chal enge of the recruitment and selection of
employees while keeping in mind the overal vision, strategy, and the
environmental context of their organization.
Recruitment and selection refers to the chain and sequence of
activities pertaining to recruitment and selection of employable candidates
Enhancement Of The Recruitment And Selection Practices For
EnglishTeachers At Pines International Academy, Inc.
/Jayca Yang Siddayao

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and job seekers for an organization. The reviews of recruitment and
selection practices of Escala (2006) and Delias (2008) both identified a
need for research that shows an impact or value to a business or an
organization. According to Medina (2006) this is interesting given the most
basic staffing assumption that nearly every textbook written on the subject,
claim that better employees contribute to organizational effectiveness. If it
does not, then why invest in staffing? However, there is actual y little
direct, empirical evidence testing this assumption (Taylor et al., 2002).
Practitioners and Human Resources managers have to prove the validity
of the assumption that staffing wil add strategic value to the firm.
Recruitment is distinct from employment and selection. Once the
required number and kind of human resources are determined, the
management has to find the places where the required human resources
wil be available and also find the means of attracting them towards the
organization before selecting suitable candidates for jobs. Some people
use the term “Recruitment” for employment. But according to a blog post,
these two are not one and the same (www.hrmba.blogspot.com).
Recruitment is only one of the steps in the entire employment process.
Some others use the term recruitment for selection. These are not the
same either. Technical y speaking, the function of recruitment precedes
the selection function and it includes only finding, developing the sources
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of prospective employees and attracting them to apply for jobs in an
organization, whereas the selection is the process of finding out the most
suitable candidate to the job out of the candidates attracted.
In today’s competitive scenario, when employees are becoming
increasingly knowledgeable and mobile, the chal enge lies in attracting the
best manpower. Recruiting and selecting the right candidate while keeping
in mind the overal vision, strategy, and the environmental context of the
organization, is increasingly gaining ground.
According to the research made by Balter and Duncombe (2005), it
is evident that there has been notable progress in the education of
linguistical y minority students in the field of bilingual/English as a Second
Language (ESL) education over the past 30 to 40 years. In the past such
students were not served according to their specific needs, but in recent
decade bilingual/ ESL education has become a higher priority to school
districts in Asia and other parts of the world since they are held
accountable for the education of these students.
However, there are stil chal enges to overcome in the 21st century.
With the expanding number of English language learners the demand for
bilingual/ESL teachers has increased. Despite this demand, col eges,
universities and other educational institutions have been unable to
adequately increase the number of teachers needed to keep with this
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rapidly growing student population. This trend is likely to continue, which
wil increase the demand for ESL teachers. A recent study conducted by
the American Association for Employment in Education (AAEE),
emphasized that there are significant shortages in the supply of teachers,
particularly in the areas of ESL education. According to the National
Center for Education Statistics (NCES), the demand for placement in ESL
classes has grown and there is a long waiting list for ESL classes in many
parts of the country. As a result, school districts continue to hire non-
certified teachers to meet the needs of this changing student population.
(http://www.articlesbase.com/col ege-and-university-articles). This has
been affirmed by the soaring number of student population of the different
academies in Asia particularly in the Philippines.
For educational institutions such as Pines International Academy.
Inc.(PIA, Inc.), there is an urgent need to devote a great deal of effort to
provide highly qualified teachers who wil help students meet high
standards. In order for language minority students achieve high standards,
it is imperative for educators to know how to better serve these students.
Therefore, it is essential that institutions of higher education prepare
qualified teachers to work with language minority students.
PIA, Inc. is a language education sector which was pioneered by a
Filipino and Koreans, who have great vision for education. The tandem
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has their own expertise that contributed to the successful establishment of
service establishment as an educational institution. PIA, Inc. has been
organized to provide and promote quality education where students are
trained not only as effective international communicators but also to
become top caliber leaders in the future. In pursuit of its goals, it seeks to
develop and nurture diversity among its students through the hired
teachers and the whole workforce (PIA, 2007).
In addition to this, the PIA training and development team envisions
total empowerment to Filipino educators to achieve global competency
and sustainability by delivering the highest quality training programs for
potential and existing ESL teachers.

Statement of the Problem
Despite the suggestion that differences in hiring processes may
contribute to the teacher quality (Loeb, 2000), most policy proposals are
aimed and focus on how to increase the supply of teacher and improve
retention. Research documenting the effectiveness of particular hiring
practices for ESL teachers is very limited. This study starts to fil this
research gap by documenting the practices used in PIA, Inc.for teacher
recruitment, screening, and selection.
More specifical y, the study aimed at answering the fol owing
questions:
Enhancement Of The Recruitment And Selection Practices For
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1. Is there a significant difference between the profiles of ESL
teachers who were hired and those who were not hired based on the
recruitment and selection practices of PIA, Inc. along the fol owing socio-
demographic factors:
a. Age
b. Sex
c. Civil status
d. Education
e. Trainings/certification
f. Work experiences
2. What criteria are preferred by the management in the recruitment
and selection of potential ESL teachers of PIA, Inc.?
3. What is the level of implementation of the institutional practices
on recruitment and selection of ESL teachers of PIA, Inc.?

Objectives of the Study
The objective of the study was to identify and evaluate the
effectiveness of currently existing recruitment and selection practices
carried out by PIA, Inc. and be able to produce a manual of operations
based on this for the recruitment and selection of ESL teachers in the high
need disciplines of ESL education. Specifical y, it sought:
Enhancement Of The Recruitment And Selection Practices For
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1. To present the significant differences between the profiles of
teachers who were hired and those who were not hired based on the
recruitment and selection practices of PIA along the fol owing socio-
demographic factors:
a. Age
b. Sex
c. Civil status
d. Education
e. Trainings/certification
f. Work experiences
2. To identify the criteria preferred by the management of Pines
International Academy, Inc. in the recruitment and selection of potential
ESL teachers.
3. To assess the level of implementation of the institutional
practices on recruitment and selection of ESL teachers of PIA, Inc.

Importance of the Study
Recruitment and selection system in language education sector
had become vital for maximum output and effective business results. It is
wel known that the student population in language schools has been
rapidly changing. There has been an increase in the number of cultural y
linguistic diverse students. Likewise, Bachelor of Science in ESL is not yet
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offered to universities as a separate unit but is only incorporated in the
curriculum of Bachelor of Science in Education (BSE) according to the
Commission on Higher Education (CHED) as mentioned by Mendoza
(2010). Consequently, there is an acute need to recruit and select
teachers who are familiar with the language acquisition process, who
understand how culture influences learning and who can work with people
from various cultural and linguistic backgrounds.
There is a dearth of information on recruitment and selection of
teachers in the field of ESL education. Hence, this study was conducted in
attempt to lay a foundation for future research surrounding recruitment
and selection practices of educational institutions. To ESL institutions, this
study would provide a meaningful insight as to how they would develop
and improve their recruitment and selection policies and programs to meet
the needs of their clients. It is important for organizations to know exactly
what they have to offer potential employees, and then highlight their best
features when recruiting candidates.
The immediate outcome of the study was to pave the way for future
research and reference. While this study is aimed at providing information
about the actual and practices on recruitment and selection system at
Pines International Academy Inc., it may be valuable to the management
since it can be an important source of information regarding its pre-
Enhancement Of The Recruitment And Selection Practices For
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employment recruitment and selection practices and thus, may be used in
restructuring recruitment and selection policies and other future programs.
Also, it can present significant facts and relevant information to strengthen
the existence of PIA, Inc.
Likewise, the intent of the study was to contribute to this sparse
body of research by gathering and presenting findings that could be used
by Human Resource Managers (HRM) or Human Resource Development
(HRD) officers of ESL institutions to secure a competitive advantage with
effective ESL teachers.
Moreover, this study would contribute to the research that
examines recruitment and selection for ESL teacher candidates. Much of
the teacher education literature focuses on teacher education programs in
general, but little has been said about the process of getting these
teachers to work with ESL institutions or with English language learners.
In addition, this study could also lead to future research on thriving
programs that prepare teacher candidates to work with cultural y, linguistic
diverse students and teacher candidates’ beliefs toward the adequacy of
these programs.



Enhancement Of The Recruitment And Selection Practices For
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Scope and Delimitation of the Study
This study focused specifical y on enhancing the recruitment and
selection practices of Pines International Academy, Inc. (PIA) of English
as Second Language (ESL) teachers. The respondents of this study were
the potential ESL teacher candidates and employed ESL teachers of the
institution between the time periods 2007-2011 and the HR practitioners.
The study examined the current recruitment and selection practices
carried out by PIA to recruit and select teacher candidates and evaluated
the significance of the recruitment and selection practices.












Enhancement Of The Recruitment And Selection Practices For
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REVIEW OF LITERATURE

In contrast to growing research on HRM in other public
organizations and private firms, very little conceptual or empirical work has
focused on strategic human resources practices and their effects on hiring
decisions in education. This section briefly reviews the relevant literature
and provides some context for the topics included in the survey.
Recruitment, like al aspects of HRM, requires careful planning to
be successful (Pynes, 1997). Human resource was regarded by Stoner
and Freeman (1989) as the most important resource of an organization
with their work, talent, creativity and drive. Among the most critical tasks of
a manager are the selection, training and development of people at the
managerial level and indeed at al levels – organizations wil either pursue
inappropriate goals or find it difficult to achieve appropriate goals once
they have been set (Fox and Certo, 1999).Thus the purpose
of recruitment is to locate sources of manpower to meet job requirements
and job specifications.
Some reports indicate that nearly half of al employees are at least
passively looking for jobs, and a sizable minority is continual y actively
searching (Perrin, 2006). This is such a problem that many organizations
actual y face a greater recruiting chal enge than a selection chal enge.
Selection wil only be effective and financial y defensible if a sufficient
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quantity of applicants apply to the organization. Compounding this
chal enge is that many organizations struggle with how to attract a diverse
workforce. Thus, there is growing recognition that recruiting—by itself and
irrespective of selection—is critical not only for sustained competitive
advantage but basic organizational survival (Boyd et al., 2004)
Balter and Doncumbe (2005) also noted that the teacher
recruitment is a problem of uncertainty because we have imperfect
information on how teachers wil actual y perform in the classroom. To
reduce this uncertainty, either increase the pool of high quality applicants
through better recruitment practices or gather more information on
attributes prospective teachers relevant to future job performance through
better screening and selection practices.

General Qualifications of Employees
Clemente-Reyes (2003) as mentioned by Escala (2006), they
described that the profile of an effective teacher are: 1) an expert in al
four areas of teaching, namely subject matter, classroom management,
instruction, and diagnostics in teaching; 2) one who has a personal
educational philosophy regarding beliefs, assumptions and convictions
regarding his role as a teacher; 3) Married, and most likely a woman in her
middle age-40 and above; (women dominate men in the teaching
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profession, 4:1) 4) a col ege performer, but not necessarily an honor
student and campus leader; 5) one whose initial career was to set to
teaching –in fact did not take up any formal undergraduate education
subjects and training; 6) a postgraduate degree holder with a master’s
degree at least, in any specific field; 7) a person whose logical and
creative hemispheres of the brain are effectively put to use in tandem; 8) a
model person with personal attributes, virtues, and teaching methods that
nurture favorable teacher-student relationship; 9) one who draws
inspiration from both within and outside the school, such as members of
his family; 10) a cheerful, wil ing and motivated person always in pursuit of
continued professional growth.
Of particular note, superintendent demographics of gender and
years of service as superintendent did not load into the final model as
having a significant relationship to the superintendents’ perceptions of
priority in recruitment of bilingual/ESL teachers (Bal ou, 1996; Gilmore et
al., 1986).
In addition, twenty one studies were identified which explored
whether age discrimination occurs within the context of the employment
interview since the Age Discrimination in Employment Act was put into
law. Sixteen studies were conducted in laboratory settings. It was found
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out that age discrimination is less consequential in the employment
interview (Morgeson, et al., 2011).
Academic qualifications. Cook (2004) asserted in his findings that a
large number of organizations do not consider undergraduate to be an
advantage. Some researchers proved that they tend to avoid candidates
with related field or degrees.
Preferred degree subjects include English, Media Studies,
Communications, Journalism, History and Languages, although they also
consider al subjects. Degree subjects preferred wil also depend on the
type of work covered by the firms.
However several journals indicated that in order to work as an ESL
teacher, individuals must have a bachelor’s degree (http://www.
ehow.com). There are a lot of institutions require teachers to take col ege-
level courses to maintain their teaching certificates. Besides licensure and
courses in education, some schools require a master’s degree
(http://careers.stateuniversity.com). In addition to this, additional
requirements vary but most often include holding a teaching license and
sometimes
a
graduate
degree
in
ESL
instruction
(http://www.articles.com/col ege-and-university-articles.html).
Field of specialization. While a col ege major in ESL is fairly new,
there are some programs that offer such specialized course. Students
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may choose to major in ESL or major in education with a concentration in
ESL as a subject area. These prospective teachers observe classes, learn
how to prepare lesson plans, and actual y work with students and other
teachers.

Factors Influencing Recruitment
and Selection of ESL Teachers

Communication skil s. Today, many public and private schools
employ teachers trained as ESL instructors. ESL teachers do not usual y
speak the language of the students they teach. However, many teachers
try to learn some key words and phrases in their students’ native tongues
in order to communicate better.ESL teacher teach English usage and
pronunciation, as wel as core language skil s necessary for students. The
primary goal of ESL teachers is to help students learn to use the English
language to communicate both verbal y and in writing. They also try to
build students’ confidence through instruction and interaction. According to
Linda Lahann, an ESL instructor in Lowa with over 20 years of experience,
the teacher helps the students learn correct pronunciation, sentence
structure,
communication
skil s,
and
vocabulary
(http://www.teflcourse.net/teaching-english-abroad/philippines).
Certificates and trainings.Teachers in public schools must be
licensed under regulations established by the department of education of
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the locality or state in which they teach. Not al countries require licensure
for teachers in private or parochial schools. Prospective ESL teachers
should check the specific requirements of the school where they plan to
teach.
Teaching certificate requirements vary by state. In some coutries,
certification is mandatory for ESL teachers who teach adults. Other
institutions require teachers to have master’s degree in Teaching of
English to Speakers of Other Languages (TESOL), or an al ied field.
There are about 550 accredited teacher education programs in the
United States and most are designed to meet the requirements of the
state in which they are located (online).
In addition to becoming certified to teach, many teachers become
certified in ESL or bilingual education. According to a survey of state
education agencies conducted by National Clearinghouse for English
Language Acquisition, there are approximately 48, 791 teachers certified
in ESL. There is an average of one teacher certified in ESL for every 44
limited English proficient students.
Some schools in other countries require continuing education
courses in order to maintain teaching certificates. Overseas employers of
ESL teachers may also require a certificate and prior teaching experience.
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Work experience. Some companies consider post-graduate
degrees as an advantage. Agencies consider previous relevant work
experience to be desirable for candidates applying for internships and for
permanent jobs (Bal ou, 1996).

An article written by Deery (2008) which appeared in
www.gradireland.com/work-experience, states that most employers are
looking for evidence that you wil be able to do the job you are applying
for.
Teaching adult ESL learners requires skil s that are different than
those required to teach young people. Frequently, adults are not
comfortable being back in a learning environment, so teachers may help
them develop study habits and regain their confidence in the classroom. In
addition, many adult students have jobs and have families to take care for,
so teachers must be aware of the other commitments students might have
and be able to adjust their teaching methods and expectations.

One HR practitioner mentioned that experience is first thing they
look at content-wise. “we like to see variety and flexibility and we
especial y like if they’ve worked abroad. It is an undeniable truth that
people are much better teachers if they have gone through the same
learning process themselves. For us this matters much more than if you’ve
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simply got a certificate that says you can teach,” she added
(http://www.eslemployment.com).

Work experience, much more than degree, can help someone get a
foot in employer’s doors. It can be a great help if you are stil wondering
what sort of career you want (www.direct.gov.uk/en).

To be a successful teacher, you must be patient and have the
ability to relate to people of other nationalities and cultures. An ability to
relate with people from al walks of life is also necessary to be successful
as an ESL teacher.
In hiring and training fresh graduates there is an investment. Walsh
(2011) mentioned that you are better off if you take fresh graduates and
train them. They don’t bring “bad habits” with them, and if you give them
reasonable opportunities for advancement most of them stil stay with you.
So HR needs to make sure the new-hires are trainable so as to not waste
valuable time and resources.
Trainability.Every technical y skil ed person is the asset of the
organization and we take care of the employee the most, hence any
trained fresher with best technical skil s wil be important for any
organization.
The trained person is more like hired gun. They know they have
skil s in demand, they know there’s little company loyalty these days, and
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they’l go for the best opportunity; with little compunction to jump ship if a
better opportunity comes along.

Trained candidates are productive in short time period than a
fresher who wil be productive after 4-6 months of training. Trained
candidates are more adaptive to acquire any technology as their basic
concepts are very wel groomed and tested. They have a lot of energy as
they get an opportunity to proof their abilities and performance instantly
after joining.

Fresh graduates who are trained in organization expects an
appraisal after a year from their joining, however they are less productive
in 4-6 months and expects good appraisal on 6- month productivity.

A company is better off if they decide to hire and train a fresher
because they can be molded easily according to company’s requirements
and moreover as they are new to corporate world they are most likely to
agree with you rather than disagree.
If we hire trained fresher we reduce the training cost, they get
trained with the right technology and also get aware about reporting
etiquettes which is also one of the important aspect in corporate, the same
takes time to be induced in a fresher.
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Comparatively, Senior Consultant of Hewitt Associates, GargiSinha
(2010), mentioned that no employer today to take risk with a fresher or
spend any time in their training. Employers want performers from day one.

Employers are also looking to hire people from the same trade for
reasons of better safety. However it must be noted also that if companies
take freshersand train them for 8-9 months. There is a possibility that they
leave them. So al investment goes in vain and if you consider trained
freshers also they are hard to get in terms of exact company
requirements. It would be preferable to take freshers and mold them as
per the company requirements and keep them motivated to stay with the
company requirements and keep them motivates to stay with the company
(Medina, 2006).


Recruitment Process
In the recent study of Mendoza (2010), she identified the current
recruitment processes that an applicant should undergo in applying for an
ESL teaching job. This includes the fol owing: teacher applicants shal
submit their credentials and fil out the application form secured from the
Human Resources Department (HRD). Then the Recruitment, Training
and Development Supervisor shal make an initial assessment of the
qualifications of the applicants are met, interviews fol ow as part of the
assessment period. Upon approval of the application, the applicant shal
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undergo pre-employment training program. The training and teaching
demonstration are parts of the pre-hire screening process.
Only relevant work-related criteria are utilized during the hiring
process. Al forms of assessment that an applicant is subjected to are
assessed in a standardized manner which are necessary to satisfactory
job performance. It is emphasized that no applicant for employment shal
be discriminated upon because of race, color, age, religion, gender,
affinity orientation, disability, or national origin.
In addition, al teacher applicants are required to have the ability to
communicate effectively in the English language, both oral y and written.
They must also have the propensity and a capacity conforms to the rules
and traditions governing the institution and encourages others to think,
learn and behave appropriately. They must be healthy physical y,
mental y, emotional y and moral y as wel (PIA Faculty and Staff Manual,
2007).

Recruitment and Selection Practices
Advertising. Better recruitment and selection strategies result in
improved organizational outcomes. The more effectively organizations
recruit and select candidates, the more likely they are to hire and retain
satisfied employees.
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According to Ryan and Tippins (2004), the best practice guidelines
for developing selection criteria, advertising, short listing, application
forms, testing, interviewing, referee reports, making the decision, and
medical examinations for recruiting and selecting the most appropriate
person for the job.
Newspaper, Magazines, Words-of-mouth, Recruitment process
outsourcing and Online Recruitment are the five possible sources of
attracting potential candidates for recruitment (Mooney, 2002).
In the survey conducted by Cook (2004), among the 155
organizations, 71% of those agencies advertise their vacancies and a half
percentage of them advertise on other websites and university careers
websites. Based on the research conducted by Rioux, et al., (2010) on
Recruitment and selection of both managerial/professional and non-
management candidates, they found out that the internet is the most
popular advertising medium; organizations regularly utilize internal
resources such as job postings and employee referrals when recruiting
both external and internal candidates. Vodanovich and Piotrowski (2000)
also supported the findings by emphasizing that the internet al ows
organizations to reach large numbers of candidates easily and efficiently.
Thousands of candidates can visit a company web site and submit an
application. Similarly, web-based recruiting companies work with
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organizations to advertise jobs and screen candidates. Although job and
company web sites are becoming hot new tools, traditional recruiting
methods such as employee referrals are not yet obsolete. Newspapers,
job fairs, and professional organizations continue to be preferred methods
and are used by wel over half the survey respondents (Rioux et al.,
(2010).
However, a study reports the findings of survey data on recruitment
and pre-employment selection methods in use by human resources
departments. The findings indicate that the majority of companies rely on
traditional recruitment and personnel selection techniques over the use of
online assessment instruments (Piotrowski&Kel er, 2009).
Organizations also rely on internal job postings and employee
referrals to recruit candidates (Taylor et al., 2002). Many companies also
post job openings on the company’s web site to attract candidates. These
are relatively easy, yet very effective ways to identify candidates both in
and outside of the company (Medina, 2006). In addition, posting jobs
internal y is an excel ent method of offering promotion opportunities to al
employees and minimizing employee complaints of unfair treatment and
unlawful discrimination (Vodanovich and Piotrowski, 2000).
Organizations with the most effective recruiting strategies more
likely to offer candidates high-quality options such as: potential for
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advancement, company reputation, benefits package, corporate culture
and salary scale (Rioux et al., 2010).
Among the various recruitment strategies listed by the
superintendents, websites, career fairs, col ege recruiting, newspapers,
and recruitment. Recruitment strategies used in the districts reporting the
lowest number of vacancies included (a) advertisements in newspapers
and on websites, (b) recruiting at career fairs and on col ege/university
campuses, and (c) recruiting at professional organizations/conferences.
Additional y, the superintendents commented positively on the assistance
of the Regional Education Service Centers, the col aboration with
universities, and the use of in-district recruitment. One district
superintendent mentioned the use of CD Rom technology in recruitment.
Recruitment strategies used in the districts reporting the lowest number of
vacancies included (a) advertisements in newspapers and on websites,
(b) recruiting at career fairs and on col ege/university campuses, and (c)
recruiting at professional organizations/conferences.
Based on the result of study, they also found out that the quality of
an organization’s offerings affects its ability to attract job candidates.
Some organizations believe they offer candidates a strong company
reputation, high quality benefits packages and learning opportunities
(Rioux et al., 2010). Organizations offering candidates and employees a
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positive culture and learning environment have more satisfied employees
and are more successful at retaining them.
Pre-employment screening. Liu (2002) asserted that teacher
candidates are asked most frequently to submit resumes, references,
col ege transcripts, and cover letters. Less frequently, teacher candidates
had to submit portfolios, lesson plans, and writing samples.
This is phase of the recruitment strategy where the communication
between the employers and job seekers is crucial (Ryan and Tippins,
2004; Pynes, 1997).
During the selection process, many organizations focus only on
assessing the skil s necessary to perform the job. However, skil is only
one factor related to job performance. Job motivation and organizational
fit also must be taken into consideration.
A lesser percentage of organizations currently use testing or
assessment methods extensively in their selection process. However
organizations plan to increase their use of applicant testing and
assessment in the future. These structured approaches to assess skil s,
abilities, and knowledge can significantly reduce the candidate pool by
eliminating those who fail to meet the minimum job qualifications.
Having a highly effective selection systems can lead to higher
business outcomes (i.e., financial performance, quality of products and
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services, productivity, and customer satisfaction) and employee outcomes
(i.e., employee satisfaction and retention of quality employees) than those
with ineffective selection systems (http://www.articlesbase.com/col ege-
and-university-articles).
Another author also pointed out that some organizations use of
computerized resume screening. New technology al ows organizations to
screen literal y thousands of resumes in a fraction of the time it takes to
screen them manual y.
Organizations also use behavior-based interviews to some extent
when selecting employees. However in the research of Rioux et al.,
(2010). This kind of structured interview can be used to validly predict
future behavior in dimensions or competencies critical to job success.
Almost al of the organizations surveyed use behavior-based
interviews to some extent as part of their selection process. In structured
behavior-based interviews, candidates are asked to describe specific
behavioral examples of their skil s. A variety of research studies have
been conducted comparing the validity of different interviewing
techniques. Behavior- or experience-based interviews were found to
predict subsequent job performance better than other interviewing
techniques (e.g., situational interviews). More organizations are opting to
perform such structured interviews as part of the selection process to
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increase the likelihood of hiring candidates who wil be successful in the
positions.
Although most of the surveyed organizations currently use
behavior-based interviews to some extent, many plan to use them more
frequently in the future. This type of structured interview is applicable to
most positions and can be used to validly predict future behavior in
competencies critical to success on the job. In addition, this type of
interview can have a positive effect on candidates’ attitudes toward an
organization. It has been found consistently that the more job-related
questions candidates are asked during the interview, the more they are
attracted to an organization (Dipboye, 1992). And behavior-based
interviews focus on behaviors that are relevant to the target job. Thus,
this interviewing technique not only predicts future performance, but is
also wel received by applicants. Organizations with the most effective
selection systems likely use behavior-based interviews, training and
experience evaluations, ability tests, biographical data, and motivational fit
inventories.
There are various means of setting selection criteria such as written
test, group discussion, psychometric test, video-conferencing with recruit,
yet no formal recruitment cycle can ever be complete without face-face
discussion between the recruiter and the recruit.
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The only difference of approach between the wel established and
less established organization is that while taking the decision as to who is
the right candidate, wel -established organization is going to make an
analysis of person-culture fit.
Organizations realize that having an effective, legal y sound system
in place is crucial to helping them select the right people for the right jobs;
to do so, many organizations are planning to increase their use of various
tools and devote more money to the process (Rebore, 2001).
Personnel selection practices (e.g., interviews, ability and
personality tests) continue to capture the most attention from staffing
scholars. There are several comprehensive reviews of selection practices
as wel as discussions of research and practical applications (Ryan
&Tippins, 2004).
In the recent studies of Rioux et al., about recruitment and
selection, organizations were asked to indicate how extensively they use
several selection practices and how much they anticipate using them in
the future. Findings showed that most organizations make extensive use
of applications, manual resume screening and reference checks in their
selection systems.
The first step in most selection processes involves the col ection of
basic candidate information. Almost al organizations require job
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candidates to submit a resume and complete a standard application to
summarize education and work history.
Background checks and examinations. In recent years we have
seen a growing attention to the issue of background checks. Research on
pre-employment inquires suggests that job candidates engage in
extensive misrepresentation of academic and work credentials listed on
resumes and job applications. An employer who fails to perform a
thorough background check on a prospective employee may be
vulnerable charges of negligent hiring or employment discrimination.
Based on a review of the scientific and professional literature in human
resource management, we defined expected management practices in
background checking including the need to understand the job
requirements, methods of background checks, the extensiveness of
background checks, the role of application forms and the use of interviews
(Levashina and Campion, 2011).
Psychological tests and assessment instruments that tap
prospective employees’ personality, interpersonal style, and response to
assess situations have received increased attention from both human
resource professionals and researchers in I/O psychology over the past 20
years (e.g., Gatewood& Field, 1998; Loeb, 2000). Indeed, the nexus
between the personality factors and personnel selection and placement
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has spawned major investigatory efforts, conceptual reformulations, and
online testing for selection purposes (Piotrowski&Kel er, 2009). Largely
based on the public’s acceptance of the Internet and related technological
applications, both public and private companies, including governmental
agencies, are re-thinking traditional personnel selection processes and
recruiting methods (e.g., Mooney, 2002). Yet several feature articles in
human resource publications, while touting the benefits of online testing of
job applicants, caution that online selection firms are not regulated.
Moreover, most person job fit tests have not been standardized, lack
norms, and developers have not presented predictive validity data on their
selection measures. However in the contemporary business environment,
companies are faced with critical chal enge to recruit qualified employees
(Langan, 2000).
In the next few years, some organizations expect to use
outsourcing more for testing and assessment activities. Organizations can
take advantage of many firms that specialize in creating and conducting
valid testing and assessment procedures.
Final y, better recruitment and selection strategies result in
improved organizational outcomes. The more effectively organizations
recruit and select candidates, the more likely they are to hire and retain
satisfied employees
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Davis and Newstron (1989) asserted that people are treated
differently from other factors of production because they are of a higher
order. The human resource wanted to be treated with respect and dignity.
Every job, however simple, entitles the people who do it proper respect
and service he/she provides for the institution and should not be
recognition of their unique aspirations and abilities. Therefore, the dignity
of an employee must be measured on the value of the service he/she
provides for the institution and should not be regarded merely as an
economic tool.

Moreover, Davis and Newstron (1989) mentioned that the ethical
philosophy is reflected in the conscience of humankind. It has to do with
the consequences of their acts to themselves and to others. It recognizes
that life has an overal purpose and accepts the inner integrity of each
individual. Since organizational behavior involves people, ethical
philosophy is involved in one way or another in each action. Human
decisions cannot, and should not, be made apart from values. Some
observations show that there are times when one does not do what says
which often times results to the degradation of the human value.
Observance of giving due respect would at least minimize the negative
impact on the morale of an individual.
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One of the key factors that offer assurance of better management
without losing the focus or direction of an institution. That is, considering
the institution’s resources and assets to include its manpower. Careful
planning is then a crucial step in coming up with a functional workforce. It
must start with careful y plotted steps and procedure in order to come up
with such. According to Bateman and Zeithmal (1993), the Human
Resource Planning Process occurs in three stages. First, human resource
managers need to know the organization’s business plans to ensure that
the right number and type of people are available. This includes where the
company is headed, what business it plans to be in and what future
growth is expected.

Second, the organization conducts programming of specific human
resource activities such as recruitment, training or lay-offs. In this stage,
the plans of the company are implemented.

Third, human resource activities are evaluated to determine
whether they are producing the results needed to contribute to the
organization’s business plan. Thus, the operation of educational
institutions is deemed to observe and adopt the three stages to ensure the
smooth turnover of the teaching force and other employees.
The fol owing affect recruitment and selection of employees: size of
the organization; employment conditions in the community where the
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organization is located; the effects of past recruiting efforts which show the
organization’s ability to locate and retain the good performing people;
working conditions, salary and benefit packages offered by the
organization; rate of growth of the organization; the future expansion and
production programs; and cultural, economic and legal factors (online).

Conceptual Framework
The framework (Figure 1) depicted the heuristic relationship of
variables used in the study. As shown, the general recruitment and
selection practices which include criteria on recruitment and selection and
recruitment and selection methods were considered as the independent
variables. This is considered independent because it is constant as it is
already existing and being practiced in various organizations.
The intervening variables were the socio-demographic profile of
respondents as to age, sex, civil status, educational attainment, bachelor’s
degree, previous trainings related to ESL, employment history / previous
employment and status of employment. These variables may or may not
affect the recruitment and selection process yet the overal performance of
the prospective employees when already employed.



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INPUT


PROCESS
OUTPUT




General Recruitment
Level of
and Selection
implementation of
Practices
PIA practices on


recruitment and
Criteria on
a. Socio-demographic
selection of
Recruitment and
profile of
potential ESL
Selection
respondents
teachers
-age


-sex
Recruitment and
-civil status
Selection methods
-educational attainment

-bachelor’s degree

-trainings related to ESL

-certification (TOEIC,

TOEFL, IELTS, etc or

teaching license (LET)

-previous

employment/teaching

experience



b. management




preferences
















Enhanced PIA


policies or
guidelines on

recruitment and


selection practices


Figure 1. Paradigm of the study showing the interrelationship of the
variables
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The factors affecting the recruitment and selection of potential ESL
teachers and the level of implementing the general practices on
recruitment and selection were the dependent variables since they are
directly related to the independent variables.

Operational Definition of Terms

In order to facilitate better understanding of the study, the fol owing
terms are operational y defined:
Enhancement. This refers to the improvement of something in
relation to its value, quality or attractiveness.
English teachers of PIA. This refers to the ESL teachers who are
employed at Pines International Academy.
Employment process. The employment process indicates the steps
that PIA uses to identify and select employees for ESL teaching position.
Employed English teachers. This refers to the candidates who were
hired as ESL teachers.
ESL teachers. This refers to the English as a Second Language
Teachers (ESL) who are special y trained to help individuals who are non-
native speakers of English.
Fresher. It refers to people who have just started their first year in
the corporate world. It also refers to people who have graduated from the
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university for a long time but don’t have any first-hand experience in ESL
teaching.
Ful y implemented. This refers to the highest degree of
respondents’ perception that the recruitment and selection practice is
carried out.
HR personnel. This term refers to the individuals who are members
of the hiring team and thus responsible for making selection decisions for
ESL teaching position. They are also directly involved in the employment
process at PIA.
Initial screening. This is the process of evaluating the person’s skil s
summary and immediate work experience as it relates to ESL position.
Level of implementation. This refers to the fol owing scale and
qualitative description:
Limits
Level
Descriptive Value
Symbol
1.00-1.49
1
Not Implemented
NI
1.50-2.49
2
Poorly Implemented
PI
2.50-3.49
3
Moderately Implemented
MI
3.50-4.49
4
Very Much Implemented
VI
4.50-5.00
5
Ful y Implemented
FI
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Married. It refers to the respondents who were once married
regardless of whether they are separated, widowed or being with wife or
husband at the moment.
Moderately implemented. This refers to the respondents’ perception
that the recruitment and selection practice is moderately carried out.
Native speakers. This refers to people who come from a race which
original y speaks English i.e Britain, USA, Australia and New Zealand.
Not implemented. This refers to the respondents’ perception that
the recruitment and selection practice is not carried out.
Poorly implemented. This refers to the respondents’ perception that
the recruitment and selection practice is poorly carried out.
Potential ESL teacher candidates. This refers to the applicants who
are filing their application as ESL teachers.
Person specifications. It includes qualification, experiences, skil s
and competencies required and preferred by the management of PIA.
Recruitment. This is the process of attracting a number of
applicants for ESL teaching position.
Selection. The process of choosing the most suitable candidate for
ESL teaching position from among the available applicants
Training. This is the process of learning the skil s and teaching
methods needed for ESL teachers at PIA.
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Very much implemented. This refers to the respondents’ perception
that the recruitment and selection practice is often carried out.






































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METHODOLOGY


Locale of the Study

This study was conducted at Pines International Academy, Inc.
which is located on the 2nd Floor, Cooyeesan Hotel Plaza, Naguilian Road,
Baguio City. PIA is registered as a non-stock corporation, accredited as a
language tutorial center in 2002. The school started with only few workers
and gradual y increased in number since December, 2002.

Respondents of the Study
The current population of teaching personnel based on the record
of Human Resource Department is 310 as of February 2011. Thus, the
study involved the: a) potential ESL teachers and currently employed ESL
teachers from January 2007-February 2011 and b) the HR Personnel of
Pines International Academy who were involved in the decision making
and recruitment and selection process of ESL teachers. It is composed of
the Executive Vice-President, VP for Academics, Personnel Supervisor,
Training and Development Supervisor and HR Clerk.
A total of 230 potential ESL teachers were chosen using Stratified
Random Sampling (SRS) from 2007-2011 to provide the data needed.
The strata employed in selecting the sample is their employment status:
100 or 43% -Hired and 130 or 57%-Not Hired (Figure 2).
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Hired
Not Hired
43%
57%
Figure 2. Respondents of the study




Table 1 presents the distribution of respondents according to the
socio-demographic profile indicated by the different variables namely: age,
sex, civil status, employment status, educational attainment,
trainings/certification and previous employment or work experiences.
It could be gleaned from the table that the respondents have ages
ranging from 21 and above. The largest proportion representing 64.30% or
148 respondents had ages ranging from 20-25. This is fol owed by 17.40%
or 40 respondents with ages 26-30. The smal est proportion representing
0.90% or 2 of the total respondents have ages ranging from 41 and above.



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Table 1. General profile of respondents

CHARACTERISTIC
PARTICULAR
FREQUENCY PERCENT
Employment
Hired
100
43.50

Not Hired

130
56.50
Age
<20
20-25
12
5.20
26-30
148
64.30
31-35
40
17.40
36-40
16
6.96
41 and above
12
5.21

2
0.90
Sex
Male
Female
48
20.87

182
79.13
Civil Status
Single

Married
175
76.09

55
23.91
Educational
MA degree
Attainment
With MA/MS units
8
3.50
Bachelor’s degree
12
5.20

210
91.30
Field of Specialization Education-related
78
33.90
Medical-related
74
32.20
Business related/
33
14.30
management courses


Agricultural/environmental-
6
2.60
related


Social Sciences
32
13.90
Technology-based
5
2.20
Architecture/criminology
2
0.90

TOTAL

230
100.00

There are more females (79.13%) than males (20.87%) applying for
ESL teaching position and most of them were single (76.09%) or 175.
Only 23.91% or 55 were married.
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Majority of the respondents are BS graduates (91.30%), fol owed
by with MA/MS units (5.2%) and with MA degree (3.5%).
As to their field of specialization, majority of the pool of applicants
applying for ESL teaching position in PIA as represented by the fol owing:
33.90% or 78 of the respondents specialized in education; 32.20% or 74 in
medical related courses; 14.30% 33 in Business–related courses; 13.90%
or 32 in Social sciences; 2.60% or 6 in Agricultural and environmental
courses; 2.20% or 5 in Technology-based courses; and 0.90% were
architecture and criminology graduates.
Moreover, Clemente-Reyes (2003) as mentioned by Rotor (2004)
and Escala (2006), they described that the profile of an effective teacher
are: 1) one who has a personal educational philosophy regarding beliefs,
assumptions and convictions regarding his role as a teacher; 2) Married,
and most likely a woman in her middle age-40 and above; (women
dominate men in the teaching profession, 4:1) 3) a col ege performer, but
not necessarily an honor student and campus leader; 4) one whose initial
career was to set to teaching –in fact did not take up any formal
undergraduate education subjects and training; 5) a postgraduate degree
holder with a master’s degree at least, in any specific field; 6) a person
whose logical and creative hemispheres of the brain are effectively put to
use in tandem; 7) a model person with personal attributes, virtues, and
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teaching methods that nurture favorable teacher-student relationship; 8)
one who draws inspiration from both within and outside the school, such
as members of his family; 9) a cheerful, wil ing and motivated person
always in pursuit of continued professional growth.
Of particular note, Bal ou (1996) mentioned that the demographics
of gender and years of service as superintendent did not load into the final
model as having a significant relationship to the perceptions of priority in
recruitment of ESL teachers.

Research Instrument

The study made use of a structured questionnaire to gather
pertinent research data. The researcher administered the process through
personal inquiry. The review of secondary data and col ated information
were validated by multiple one-on-one scheduled interviews with the HR
personnel who were involved in the recruitment and selection process in
order to make conclusive statements and discussions. The interview
questions were aligned to their functions.

Data Col ection

A letter of request was submitted to the management, addressed to
the President and the Executive Vice President of Pines International
Academy, Inc. (PIA), asking authorization to col ect relevant data from the
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HR Department which are needed in the research, to administer the
questionnaires among the employees and to conduct special one-on-one
interview with the five key people from the HR Department regarding the
recruitment and selection process. A fol ow-up verbal communication was
done to seek permission on the actual conduct of the study to ensure that
there would be high data col ection rate.

The researcher personal y carried out the data gathering–from the
floating of survey questionnaires to the validation of data and information
through various interviews and observation. Upon retrieval of survey
forms, quantitative data were col ated, tabulated, analyzed and interpreted
using appropriate statistical values and analysis. Qualitative information
gathered from the interview was transcribed(see Appendix F) and it was
incorporated in the result and discussion of this study.

Data Analysis

The data col ected made use of descriptive and inferential statistics.
The statistical computations such as Likert Scale, weighted mean,
frequency count, percentages, and ranking were used to determine the
factors that were deemed to be of most influence in the recruitment and
selection of potential ESL teachers.
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Two-way Chi-square test was used to determine if there were
significant differences in the employment status of respondents in terms of
variables compared.

Friedman’s Two-way Analysis of Variance (ANOVA) for Ranks was
also used to determine the agreement of respondents in their preferred
criteria in the recruitment and selection of potential ESL teachers.
The scale for the level of perceived implementation of recruitment
and selection practices was measured by employing the fol owing scale:
Limits
Level
Descriptive Value
Symbol
1.00-1.49
1
Not Implemented
NI
1.50-2.49
2
Poorly Implemented
PI
2.50-3.49
3
Moderately Implemented
MI
3.50-4.49
4
Very Much Implemented
VI
4.50-5.00
5
Ful y Implemented
FI








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RESULTS AND DISCUSSION

This part of the study entitled “Enhancement of the Recruitment
and Selection Practices for English Teachers at Pines International
Academy, Inc.” presents the data in tabular forms and discusses the
information obtained in textual form. The data were analyzed using
appropriate statistical analysis and the results of such analysis were the
basis of interpretations.

Factors Affecting Recruitment and Selection
of ESL Teacher Candidates

Age. The age distribution of the respondents is reflected in Table 2.
It could be seen from the table that the largest proportion representing
64.30% or 148 of the total respondents had ages ranging from 20-25
fol owed by 17.40% or 40 of the total respondents who had ages ranging
from 26-30. Such distribution shows that the potential ESL teachers are in
their early and mid-20s.
Individuals of these ages are general y described as passionate,
energetic and open to new chal enges and new cultures thus, they are
more flexible and adaptable to changes. Also, these people usual y do not
acquire permanent status of employment.
On the other hand, respondents aged 41 and above represent
0.90% or a frequency of 2.0 has the least proportion of the respondents.
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This result coincided with the findings of Escala (2006) that the perception
of employers about older workers are not borne out in practice as the
decline in physical capacity is balanced by experience and maturity. .

Table 2. Distribution of respondents profile affecting their employment
status according to age

AGE
HIRED
NOT HIRED
TOTAL
F
%
F
%
F
%
<20
12
12
0
0
12
5.2
20-25
52
52
96
73.85
148
64.3
26-30
18
18
22
16.92
40
17.4
31-35
8
8
7
5.38
15
6.5
36-40
9
9
4
3.08
13
5.7
41 >
1
1
1
0.77
2
0.9
Total
100
100
130 100
230
100
X2=0.000; significant at 0.05 level


Comparatively, a significant difference in the distribution is
observed as manifested in the statistical computation using a chi-square
test. The computed value 24.847 exceeds the critical chi-square value of
0.00 at 0.05 level of significance. This implies that the hired ESL teachers
and potential ESL teacher candidates involved in the recruitment and
selection do vary in their ages. The statistical analysis also shows that the
age has an impact in the screening and hiring of candidates. The HR
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supervisor of PIA has mentioned that as to age, an ESL teacher must be
at least 20 years of age as part of the minimum qualifications.
This finding is also supported by Wanberg et al., (1996) as
mentioned by Mendoza (2010) who found out that older individuals who
engage in frequent job seeking were considered to be less likely to find
work than younger individuals. He commented that older workers often
face obstacles such as a changing labor market, age discrimination and
negative employer stereotypes. Older unemployed workers may be
subjected to conflicting social attitudes about the necessity of work versus
retirement.
Although PIA, Inc. and other recruiting agencies do not care about
the age of an applicant, Korean directors and program managers
sometimes do. General y speaking applicants over the age of 35 are
harder to place in the private sector. ESL facts also affirm that undeniably,
there are stil good opportunities available for applicants who are 35 years
of age and older however these jobs just are not so abundant
(http://gone2korea.com)
Sex. It could be gleaned from Table 3 that there are more female
(79.13%) than male (20.87%) respondents among the hired and not-hired
ESL teachers. This also contradicts with the report of National Statistics
Office (NSO) that men dominate the labor workforce of some institutions.
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Such distribution shows that there is no significant difference
between the hired and not hired in terms of their sex and guarantee of
employment as revealed by the computed chi-square value of 0.306 at
0.05 level of significance. Evidently, more single are preferred than
married (Table 3).
Civil status. Table 3 shows that general y, 76.09% of the total
respondents were single. About 23.91% were married. 69% of the hired
ESL teacher candidates were single and 31% were married.

Table 3. Distribution of respondents profile affecting their employment
status according to civil status and sex

PROFILE
HIRED
NOT HIRED
TOTAL

F
%
F
%
F
%
Sex






Male
24
24
24
18.46
48
20.87
Female
76
76
106
81.54
182
79.13
Total
100
100
130
100
230
100
Civil Status






Single
69
69
106
81.54
175
76.09
Married
31
31
24
18.46
55
23.91
Total
100
100
130
100
230
100
X2=0.306; not significant at 0.05 level
X2=0.041; significant at 0.05 level



A significant difference prevails in the distribution of respondents
according to civil status. This is evident in the computed chi-square value
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of 4.189 being greater than the critical value of 0.041 at 0.05 level of
significance. Such result indicates that the assessment of the respondents
according to civil status significantly varies.

Customarily, it agrees to the study of Clemente-Reyes (2003) that
women dominate men in the teaching profession, 4:1 however it also
contradicts with his findings that Married, and most likely a woman in her
middle age-40 and above are in teaching profession.
Educational attainment and field of specialization. In terms of
educational attainment, the plurality of respondents was those bachelor’s
degree holders with 209 or 90.87%.13 or 5.65% with MA/MS/Education
units while only 8 or 3.48% were MA/MS holders upon their job application
as shown in Table 4. Among them, there were 84 or 36.52% who
specialized in education courses and 146 or 63.48% specialized in non-
education courses.
The result also shows the distribution of hired ESL teacher
candidates who specialized and did not specialize in education. It is very
evident that the larger proportion is represented by the non-education
graduates. More specifical y they are graduates of medical related courses
(32.20%), business/management courses (14.20%), social science
courses (13.90%), agricultural courses (2.60%), and technology-based
course (3.10%).
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There are a lot of institutions that require teachers to take col ege-
level courses to maintain their teaching certificates. Besides licensure and
courses in education, some schools require a master’s degree
(http://careers.stateuniversity.com). In addition to this, additional
requirements vary but most often include holding a teaching license and
sometimes a graduate degree in ESL instruction.

Table 4. Distribution of respondents profile affecting their employment
statusaccording to education

PROFILE
HIRED
NOT HIRED
TOTAL

F
%
F
%
F
%
Educational Attainment






MA Graduate
1
1
7
5.38
8
3.48
w/ MA Units
12
12
1
0.77
13
5.65
AB/BS Graduate
87
87
122 93.85 209 90.87
Total
100
100
130
100
230
100
Specialization
Education
36
36
48
36.92
84
36.52
Non-Education
64
64
82
63.08 146 63.48

Total
100
100
130
100
230
100
X2=0.000; significant at 0.05 level X2=0.885; not significant at 0.05 level


Moreover, the outcome of this study upholds the study of Sison
(1991) emphasizing that the educational background of an individual is not
sufficient index of his skil .On the other hand, journals affirmed that in
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order to work as an ESL teacher, individuals must have a bachelor’s
degree (http://www.teachabroad.com/teach-article). The qualifications
required by employers vary widely depending on the demand and
availability of teachers and work requirements however a bachelor’s
degree is required to be able to work at PIA, Inc. though not necessarily
but preferably in the field of education.
This is validated by the responses of the HR representatives and
supervisors of PIA when they uniformly indicated that a teacher candidate
must have at least 4-year degree course (preferably education graduate)
as a minimum requirement.
According to Darling-Hammond (2001), while a col ege major in
ESL is fairly new, there are some programs that offer such specialized
course. Students may choose to major in ESL or major in education with a
concentration in ESL as a subject area. These prospective teachers
observe classes, learn how to prepare lesson plans, and actual y work
with students and other teachers.
In contrast, there are about 550 accredited teacher education
programs in the United States and most are designed to meet the
requirements of the state in which they are located (Balter and Duncombe,
2005). In Philippines, however, ESL teachers of adult students do not
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need an education degree or a license because there are a variety of
training programs available for ESL teachers of adults.
Trainings and certification. As to trainings, Clemente-Reyes (2003)
as mentioned by Rotor (2004) and Escala (2006), described that an
effective teacher is an expert in al four areas of teaching, namely subject
matter, classroom management, instruction, and diagnostics in teaching.
Although the findings that some of the respondents have attended
trainings or have availed certification or license from recognized
institutions, a great majority of respondents have not undergone any ESL-
related training prior to their application in PIA (Table 5).
There is no significant difference that prevails in the distribution of
respondents according to trainings and certification. This is evident in the
computed chi-square value of 0.531 at 0.05 level and 0.224 at 0.05 level.
Some schools in other countries require continuing education
courses in order to maintain teaching certificates. There are many
competitive employers require TEFL certificate. In general, most certificate
programs assist with job placement.
For this reason, the Training and Development offers trainings to
qualified applicants in order to fil in the lack of expertise and to provide a
competitive advantage. This has been validated by the uniform responses
of HR team during the one-on one interview scheduled.
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Table 5. Distribution of respondents profile affecting their employment
status according to their certification and trainings

PROFILE
HIRED
NOT HIRED
TOTAL
F
%
F
%
F
%
Attended ESL Trainings









(TOEFL, TOEIC, IELTS,
16
16
17
13.08
33
14.30
etc.)
Total
100 100
130
100
230
100
License/Certification
LET passer
5
5
12
9.23
17
7.40

Total
100 100
130
100
230
100
ESL X2=0.531 at 0.05 level; not significant


LET X2=0.224 at 0.05 level; not significant

Every technical y skil ed person is the asset of the organization and
we take care of the employee the most, hence any trained candidates with
best technical skil s wil be important for any organization.
Goldhaber et al., (2003) indicated that in some countries,
certification is mandatory for ESL teachers who teach adults. Other
institutions require teachers to have master’s degree in Teaching of
English to Speakers of Other Languages (TESOL), or an al ied field
(online).
In addition to becoming certified to teach, many teachers become
certified in ESL or bilingual education. However, the result that there are
not many ESL teacher candidates, who have undergone training or have
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availed certification prior to employment in PIA contradicts the findings of
Loeb (2001) that based on a survey of state education agencies
conducted by National Clearinghouse for English Language Acquisition,
there are approximately 48, 791 teachers certified in ESL. There is an
average of one teacher certified in ESL for every 44 limited English
proficient students.
In Philippines, ESL teachers of adult students do not need an
education degree or a license. There are a variety of training programs
available for ESL teachers of adults. This is one of the reasons why even
non-education graduates can stil teach English.
Work experience. The respondents’ responses vary in terms of
their work experiences as shown in Table 6. The result shows that there is
a higher percentage (44.78%) for ESL teacher candidates with teaching
experiences to apply for the position as shown above. However, ESL
teacher candidates who have other work experience are likely to be hired
(46%) fol owed by those with teaching experiences (41%) and fresh
graduates (23%).
In most cases, English teaching abroad programs do not require
teaching experience but the chances of getting hired wil be greater if
someone has it.


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Table 6. Distribution of respondents profile affecting their employment
status according to work experiences

HIRED
NOT HIRED
TOTAL
WORK

EXPERIENCE
F
%
F
%
F
%

Fresh graduate
23
23
21
16.15
44
19.13
With
teachingexperience
41
41
62
47.69
103
44.78

With other
workexperience
46
46
47
36.15
101
43.91

Total
100
100
130
100
230
100
JE X2=0.318 at 0.05 level; not significant
TE X2=0.390 at 0.05 level; not significant
OE X2=0.007 at 0.05 level, significant



The statistical result shows that the teaching experience and being
new to the working environment (fresh graduate) are not significant factors
to the employment of ESL teacher candidates. This is indicated by the
computed chi-square value of 0.390 and 0.318 respectively at 0.05 level of
significance. This somehow nul ifies or modifies the research finding of
Bal ou (2006) and Sinha (2010) that some companies consider post-
graduate degrees as an advantage rather than just a bachelor’s degree.
Moreover, other work experience is considered as significant as
shown in the computed chi-square value of 0.007 at 0.05 level of
significance. An article written by Deery (2008) stated that most employers
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are looking for evidence that you wil be able to do the job you are
applying for. Nonetheless, Alecio et al (2004) as mentioned by Bal ou
(2006) affirmed that agencies consider previous relevant work experience
to be desirable for candidates applying for internships and for permanent
jobs.

Criteria Preferred by Management in the Recruitment
and Selection of ESL Teacher Candidates

Table 7 presents the responses of the people involved in the
recruitment and selection process of Pines International Academy when
they were asked to enumerate their preferred criteria influencing the
recruitment and selection of ESL teacher candidates. After a short
interview, their responses were ranked.
The teacher hiring choices are among the most important decisions
made by the HR Supervisors. Unfortunately, empirical research has not
consistently identified a set of basic measurable teacher characteristics,
such as education and experience, associated with improved student
performance (Goldhaber, 2002). Therefore, hiring teacher depends on the
processes used by the people involved in the decision-making to go
beyond basic characteristics to identify the underlying attributes of
successful teachers.


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Table 7. Criteria preferred by the management in the recruitment and
selection of Pines International Academy, Inc. of ESL teacher
candidates

CRITERIA
MEAN
RANK
Age
7.6
7
Bachelor’s Degree
3.2
3
Civil Status
9.6
9
Communication Skil s
2.0
1
Future Plans
8.0
8
License/Certification
6.4
5
Physical Appearance
7.0
6
Previous Work Experiences
5.2
4
Residence/Location
10.0
10
Trainability
2.2
2
X2=0.001 at 0.05 level of significance


The top ten criteria preferred by the management in the recruitment
and selection of potential ESL teachers are: communication skil s (1);
trainability (2); degree/specialization (3); previous work experience (4);
license/certification (5); physical appearance (6); age (7); future plans (8);
Civil status (9); and residence/location (10).
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As a result, there is a significant difference among the responses of
the respondents as shown but the chi-square computed value of 35.018
against the tabular value of 0.001 at 0.05 level of significance.
Communication skil s and trainability. Most ESL teachers may be
required to be fluent in another language besides English, in order to
communicate with their students. ESL teachers need to be knowledgeable
of their students’ culture and recognize differences that may affect a
student’s ability to acclimate to an English-speaking environment.
Ranked as 1 and 2 consecutively, communications skil s (2) and
trainability (2.2) are highly considered as factors in the recruitment and
selection of ESL teachers by the current supervisors of PIA. This is
supported by the standard set by the management that al teacher
applicants are required to have the ability to communicate effectively in
the English language, both oral y and written as stated in the PIA Faculty
and Staff Manual (2007). They must also have the propensity and a
capacity that conforms to the rules and traditions governing the institution
and encourages others to think, learn and behave appropriately.
In hiring and training fresh graduates there is an investment. Walsh
(2011) mentioned that you are better off if you take fresh graduates and
train them. They don’t bring “bad habits” with them, and if you give them
reasonable opportunities for advancement most of them wil stay with you.
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For this reason, HR needs to make sure the new-hires are trainable
so as to not waste valuable time and resources. As a result, trainings are
also provided by the Training and Development Team of PIA in order to
reduce the gap between the new employees’ abilities and employers’
expectations (Mendoza, 2010).
According to Linda Lahann, an ESL instructor in Lowa with over 20
years of experience, every technical y skil ed person is the asset of the
organization hence, any trained fresher with best communication and
technical skil s wil be important for any organization.
Education and field of specialization. Ranked as 3rd, by the
respondents with the mean 3.2, Cook (2004) contradicted this finding in
the result of his study that a large number of organizations do not consider
undergraduate to be an advantage. Some researchers proved that they
tend to avoid candidates with related field or degrees. This substantiates
the earlier findings about the profile and factors affecting the recruitment
and selection of ESL teacher candidates.
Preferred degree subjects include English, Media Studies,
Communications, Journalism, History and Languages, although they also
consider al subjects. Degree subjects preferred wil also depend on the
type of work covered by the firms.
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This also mirrored the earlier findings that majority of the ESL
teacher candidates are not those who specialized in education but also
those who specialized in medical related, management courses and social
science courses. Also, the larger proportions of candidates who passed
the screening and hired are not those who solely specialized in education.
This finding also negates the minimum qualification preferred by the
management as written on their advertisement.
Previous experience. Ranked as 4th, previous experiences are
considered by the management. Sinha, (2010); Dey, (2010); Deshpande,
(2011) argued in an online blog post about the decision to select between
trained candidates and freshers. Employers are also looking to hire people
from the same trade for reasons of better safety. It must be noted that if
companies take freshers and train them, there is a possibility that they wil
leave because of their future plans—this factor is ranked as 8th by the
respondents. Consequently, this can cause high turnover rate. So it would
be preferable to take freshers and mold them as per the company
requirements and keep them motivated to stay with the company (Wilk
and Cappel i, 2003).
Considering trained freshers, they are hard to get in terms of exact
company requirements (Dey, 2010). Comparatively, Senior Consultant of
Hewitt Associates, GargiSinha (2010), strongly noted that no employer
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today takes risk with a fresher or spends any time in their training. He also
added that hiring trained candidates wil reduce training cost. However,
based on the findings, PIA does not have strong preference between
freshers and trained candidates prior to application. This is reflected in
their staff manual which states that the institution fosters mutual respect
among al those who become part of it. This means that PIA treats al
persons in any activity or circumstance in which they may be involved,
solely as individuals on the basis of their own personal abilities,
qualifications, and other relevant characteristics (PIA Faculty and Staff
Manual, 2007).
Physical appearance, age and civil status.Balter and
Duncombe(2005); Guia(2010) pointed out that the importance of an
outstanding resume cannot be overstated however, it is often the physical
appearance of a job candidate that is the ultimate determining factor for a
successful job interview. This means that employers potential y have a
plethora of qualified candidates to choose from so physical appearance
could play an important part whether or not a candidate of a particular job
is selected. In relation to this, ESL job in PIA is a face-to-face interaction
with students.
Also, it was found out that age discrimination is less consequential
in the employment interview as affirmed by Morgeson, et al. (2011).
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Ranked as 6th, 7th and 9th respectively, physical appearance, age
and civil status were observed as factors which have lesser bearing in the
decision of the management’s decision in the screening process. This is
conclusive to the statement of HR personnel who responded during the
interview. The supervisor mentioned that only relevant work-related
criteria are utilized during the hiring process. The other personnel also
supplemented the response by saying that, “…based on the guidelines
that we have right now, al forms of assessment that our applicants are
going through are subjected to and are assessed in a standardized
manner which are necessary to satisfactory job performance.”
The PIA faculty and staff manual also emphasized that no applicant
for employment shal be discriminated upon because of race, color, age,
religion, gender, affinity orientation, disability, or national origin.

The Recruitment Process
When asked about the standard procedure being fol owed by the
management in the recruitment and selection of ESL teacher candidates,
the five personnel who were involved in the recruitment and selection
process described their duties and responsibilities as summarized and
shown in Figure 3.
However, when asked if they have written guidelines describing
procedures for the review of competencies and/or qualifications, one of
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them remarked that the guideline is not yet codified but they have their
own personal guidelines on how they do it but they make sure that they
are working in harmony with each other.
The recruitment process involves the fol owing procedure as
described by the HR supervisor and supported by the PIA Staff Manual:
Applicants for teaching positions shal file their applications with the
Human Resources Department. The designated officer from the HR shal
make an initial assessment of the qualifications of the applicant. If the
minimum educational requirements of the applicant are met, interviews
and further examinations may be conducted. Upon approval of the
application, the teacher-applicant shal be required to undergo training and
render teaching demonstrations.
The training and teaching demonstration are part of the pre-hire
screening process. Also, former PIA teachers who reapply shal be
required to undergo the Teaching Empowerment Program for English
Educators or TEEPEE pre-hire training to refresh their knowledge and
skil s in ESL/EFL teaching.







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Col ection of Curriculum Vitae and other minimum
requirements


HR Clerk


Application Form






Sorting of documents
No
and Identification of

prospective applicants



Yes

Per sonnel Supervisor
and Training and
General orientation forQualified applicants
Deve

lopment Supervisor



Teaching Skil s Assessment

Teaching Demonstration & Initial Interview
No





No

Reference check


Yes

Pre-employment Training
Teaching Enhancement Program for English
Training Team

Educator (TEPEE)

HR Supervis
Final Screening
ors, VP for
Oral and written tests
Academics, Executive
Vice-Pr
Final teaching demonstration
esident
Final interview


Employment Contract

Signing
Figure 3. Recruitment process flow
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Every new and re-engaged teacher shal sign a contract with PIA
setting forth his or her work assignment, salary grade or rate and position.
Before the signing of contract by a teacher, the Human Resource
Department (HRD) shal explain in detail his/her job description, his/her
compensation package including mandatory deductions provided for
under law as wel as matters relating to institutional policies. The chosen
applicant official y becomes an employee of PIA upon his/her execution of
the employment contract.

Perceived Level of implementation of Pines
International Academy, Inc. Practices on
Recruitment and Selection of ESL Teachers

The table presented the perceived level of implementation of Pines
International Academy. The tables below further show that the 5 groups
(2007-2011) of respondents shared a common perception on the level of
implementation of the practices and guidelines on recruitment and
selection of Pines International Academy, Inc. Data presented in the table
indicated that some of the identified practices and guidelines on
recruitment and selection were ful y implemented while some were
identified as poorly implemented.
In this context, Webb and Norton (1999) opined that if authorities
concerned regarding the implementation of the guidelines provided for do
not operate properly, then their concern for the attainment of the
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organization’s goals and objectives would be superficial. Failure occurs
often and rules arise often from procedures and rules which are not being
fol owed or adhered to.
Advertising. The goal of teacher recruitment is to increase the
number of high quality applicants. Table 8 presents the evaluation ratings
on the perceived level of implementation of Pines International Academy,
Inc. practices employed for advertising.
Col ectively, the HR personnel of PIA revealed that among the
recruitment strategies, advertisement in newspapers, referrals, job fairs
and visiting schools and universities are their major strategies in attracting
ESL teacher applicants.


Table 8. Perceived level of implementation of Pines International
Academy, Inc. practices on recruitment and selection of ESL
teachers on advertising

ADVERTISING PRACTICES
MEAN DESCRIPTIVE
Std.
VALUE
Dev




1. The recruitment of potential ESL
4.63
FI
0.774
teachers is advertised through posting of
existing vacancy in the local
newspapers.

2. The recruitment of potential ESL
1.93
PI
1.121
teachers is advertised through flyers.

3. The recruitment of potential ESL
2.26
PI
1.244
teachers is advertised through posting of
existing vacancy in theInternet.

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Table 8.Continued…



ADVERTISING PRACTICES
MEAN DESCRIPTIVE
Std.
VALUE
Dev




4. The recruitment of potential ESL
3.22
MI
1.330
teachers is advertised through posting of
existing vacancy through job fairs.

5. The recruitment of potential ESL
2.16
PI
1.126
teachers is advertised through posting of

existing vacancy through career

counseling in schools and universities.


6. The recruitment of potential ESL
3.55
VI
.167
teachers is advertised through referrals
from present and former employees.



Limits
Level
Descriptive Value
Symbol
1.00-1.49
1
Not Implemented
NI
1.50-2.49
2
Poorly Implemented
PI
2.50-3.49
3
Moderately Implemented
MI
3.50-4.49
4
Very Much Implemented
VI
4.50-5.00
5
Ful y Implemented
FI


Table 8 revealed that PIA has focused on increasing the number of
applicants from the local pool of teachers using fairly passive methods.
Among the strategies, the use of local newspapers was perceived by the
respondents as ful y implemented with a mean score of 4.63. The value is
also supported solidly by majority of the respondents as proven
statistical y by the 0.774 standard deviation. This corresponds to the study
conducted by Balter and Doncumbe (2005) that a simple and fairly
passive strategy for recruitment is to put an advertisement in a
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newspaper, trade publication, or on radio or television. Loeb (2002) added
that the least expensive option would probably be the local newspapers or
possibly be the local radio stations.
Other strategies being practiced however include referrals which
obtained a mean score of 3.55 and described as Very much Implemented,
attending local job fairs incurred a mean score of 3.22 and described as
Moderately Implemented. On the contrary, the use of internet with a mean
score of 2.26, use of flyers with a mean score of 2.16 and partnering with
local col eges for career counseling which obtained a mean score of 1.93
are interpreted as Poorly Implemented. This supports the possible sources
of attracting potential candidates for recruitment as identified by Mooney
(2002), Rioux et al (2010), and Taylor et al (2002).
Vodanovich and Piotrowski (2000) stated that organizations
regularly utilize internal resources such as job postings and employee
referrals when recruiting both external and internal candidates
nevertheless, the result also fails to prove that the internet is the most
popular advertising medium as identified by Rioux, et al (2010).
The findings supportPiotrowski&Kel er (2009) as they indicated that
the majority of companies rely on traditional recruitment and personnel
selection techniques over the use of online assessment instruments. Yet
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several articles featuredin human resource publications tout the benefits of
online testing of job applicants.

Preliminary screening practices. The first step in most selection
processes involves the col ection of basic candidate information. Almost
al organizations require job candidates to submit a resume and complete
a standard application to summarize education and work history.

Table 9 exhibits the perceived level of implementation of Pines
International Academy, Inc. practices on recruitment and selection of ESL
teachers on preliminary screening with the computed mean, descriptive
value and standard deviation value.
Majority of ESL teacher candidates submitted the same
requirements and underwent the same process as fol ows: filing of
application, 4.74 described as Ful y Implemented; resume, 4.81 described
as Ful y Implemented; Application Letter, 4.60 described as Ful y
Implemented; Official Transcript of Records (OTR) described as Ful y
Implemented; Diploma, 4.37 described as Very Much Implemented;
Health Certificate, 3.57 described as Very Much Implemented; and
Application Form, 4.34 described as Very Much Implemented.






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Table 9. Perceived level of implementation of Pines International
Academy, Inc. practices on recruitment and selection of ESL
teachers on preliminary screening.

PRELIMINARY SCREENING PRACTICES
MEAN
DESCRIPTIVE
VALUE
Std. Dev



1. Applicants file their applications with
4.74
FI
0.691
the Human Resources Department.



2. Resume is submitted upon application
4.81
FI
0.720

3. Application letter submitted upon
4.60
FI
1.025
application



4. Official Transcript of Records (OTR) is
4.79
FI
0.671
submitted upon application



5. Diploma is submitted upon application
4.37
VI
1.160


6. Health Certificate is submitted upon
3.57
VI
1.539
application


7. Application Form is secured from the
4.34
VI
1.281
HR and submitted upon application


Limits
Level
Descriptive Value
Symbol
1.00-1.49
1
Not Implemented
NI
1.50-2.49
2
Poorly Implemented
PI
2.50-3.49
3
Moderately Implemented
MI
3.50-4.49
4
Very Much Implemented
VI
4.50-5.00
5
Ful y Implemented
FI
The findings is supported by Liu (2002) when he asserted that
teacher candidates are asked most frequently to submit resumes,
references, col ege transcripts, and cover letters. Less frequently, teacher
candidates had to submit portfolios, lesson plans, and writing samples.
Enhancement Of The Recruitment And Selection Practices For
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/Jayca Yang Siddayao

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Initial assessment. Table 10 presents the perception of
respondents on the implementation of Pines International Academy, Inc.
of their initial assessment practices.

Table 10. Perceived level of implementation of Pines International
Academy, Inc. practices on recruitment and selection of ESL
teachers on initial assessment (behavior-based interview)

INITIAL ASSESSMENT
MEAN
DESCRIPTIVE
VALUE
Std.Dev





1. An initial interview with applicants is
4.14
VI
1.318
conducted


2. A teaching demonstration is
4.48
VI
1.059
scheduled by the HR supervisor and the
applicant conducts an actual class
demonstration


Limits
Level
Descriptive Value
Symbol
1.00-1.49
1
Not Implemented
NI
1.50-2.49
2
Poorly Implemented
PI
2.50-3.49
3
Moderately Implemented
MI
3.50-4.49
4
Very Much Implemented
VI
4.50-5.00
5
Ful y Implemented
FI

Described as Very Much Implemented, PIA conducts initial
interview, 4.14 and teaching demonstration, 4.48 as part of the initial
assessment.The result agrees with the report of Byham (1989) that during
the selection process, many organizations focus only on assessing the
skil s necessary to perform the job.

Enhancement Of The Recruitment And Selection Practices For
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/Jayca Yang Siddayao

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Pre-employment test. A lesser percentage of organizations
currently uses testing or assessment methods extensively in their
selection process. However, organizations plan to increase their use of
applicant testing and assessment in the future. These structured
approaches to assess skil s, abilities, and knowledge can significantly
reduce the candidate pool by eliminating those who fail to meet the
minimum job qualifications.
The perceived level of implementation of Pines International
Academy, Inc. practices on recruitment and selection of ESL teachers
regarding pre-employment test is shown in Table 10.It is evident that upon
approval of application, applicants are required to undergo training—
TEPEE pre-hire training of PIA with an average mean of 4.61 and
described as Ful y Implemented. The standard deviation value of 0.815
also proved that the responses of respondents were almost uniform; also,
after the pre-employment training, the applicant is scheduled for final
teaching demonstration and final interview. This is also Ful y Implemented
as perceived by the ESL teachers and as reflected in the mean score of
4.59 and 0.900 standard deviation.
Today, many public and private schools employ teachers trained as
ESL instructors. The primary goal of ESL teachers is to help students
learn to use the English language to communicate both verbal y and in
Enhancement Of The Recruitment And Selection Practices For
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/Jayca Yang Siddayao

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Table 11. Perceived level of implementation of Pines International
Academy, Inc. practices on recruitment and selection of ESL
teachers on pre-employment test

PRE-EMPLOYMENT TEST
MEAN
DESCRIPTIVE
Std.
VALUE
Dev




1. Applicants have to take the
3.09
MI
1.505
employment tests (psychological, IQ,
Personality tests) to measure their
ability and to supplement the
interviews and data indicated in the
application form.

2. Upon approval of application,
4.61
FI
0.815
applicants are required to undergo
training—TEPEE pre-hire training of
Pines International Academy.

5. After the pre-employment training,
4.59
FI
0.900
the applicant is scheduled for Final
teaching demonstration and Final
interview





Limits
Level
Descriptive Value
Symbol
1.00-1.49
1
Not Implemented
NI
1.50-2.49
2
Poorly Implemented
PI
2.50-3.49
3
Moderately Implemented
MI
3.50-4.49
4
Very Much Implemented
VI
4.50-5.00
5
Ful y Implemented
FI

writing. They also try to build students’ confidence through instruction and
interaction. However, ESL teachers do not usual y speak the language of
the students they teach. In fact, PIA recognizes the need to
providetraining to applicants so that they wil be prepared wel in the
workplace that is why in 2008, Teaching Empowerment Program for
English Educators (TEPEE) is offered to potential ESL teacher candidates
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(PIA Faculty and Staff Manual, 2007). In addition, Mendoza (2010)
emphasized that the HR Department also provides modular training to
employed teachers to further enhance their abilities and teaching
methodologies.
There are various means of setting selection criteria such as written
test, group discussion, psychometric test, video-conferencing with recruit,
yet no formal recruitment cycle can ever be complete without face-face
discussion between the recruiter and the recruit. However, the item above
which states that applicants have to take the employment tests
(psychological, IQ, Personality tests) to measure their ability and to
supplement the interviews and data indicated in the application form is
perceived by the respondents as Moderately Implemented. This is
manifested in the computed mean score of 3.09.The difference in the
perception is also reflected in the computed standard deviation which is
1.505.

Psychological tests and assessment instruments that tap
prospective employees’ personality, interpersonal style, and response to
assess situations have received increased attention from both human
resource professionals and researchers in I/O psychology over the past 20
years (Polyhart et al., 2003)..
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/Jayca Yang Siddayao

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Reference checks and physical examination. It could be gleaned
from the table that the items: 1) a background investigation is conducted
to the potential candidate before he/she is final y selected; and 2) the
selected applicants are required to undergo physical and medical
examination to determine if he/she is fit to work are described as
moderately implemented. These items are quantitatively described with
the mean score of 2.77 and 3.03 respectively. These means indicated that
there is a weaker awareness of employees whether these are
implemented or conducted by the management. It could be observed that
their awareness is significantly different by merely looking at the standard
deviation value.

Table 12. Perceived level of implementation of Pines International
Academy, Inc. practices on recruitment and selection of ESL
teachers on background checks and physical examination

BACKGROUND CHECK
MEAN
DESCRIPTIVE
Std.
VALUE
Dev





1.A
background
investigation
is
2.77
MI
1.332
conducted to the potential candidate



before he/she is final y selected







2. The selected applicants are required




to undergo physical and medical
3.03
MI
1.210
examination to determine if she/he is fit
to work.



Limits
Level
Descriptive Value
Symbol
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1.00-1.49
1
Not Implemented
NI
1.50-2.49
2
Poorly Implemented
PI
2.50-3.49
3
Moderately Implemented
MI
3.50-4.49
4
Very Much Implemented
VI
4.50-5.00
5
Ful y Implemented
FI
Based on a review of the scientific and professional literature in
human resource management, Levashina and Campion ( 2011) defined
expected management practices in background checking including the
need to understand the job requirements, methods of background checks,
the extensiveness of background checks, the role of application forms and
the use of interviews
Employment. Table 13 shows that hired applicants for ESL position
sign an initial provisional employment contract setting forth his or her
assignment, salary grade and position and immediately upon being hired,
new ESL teachers are informed by the management about the standards
by which they may be qualified as permanent employees during the final
orientation. The computed means of the two items fal in the statistical limit
of 3.50-4.49 which means that these practices are perceived to be Very
Much Implemented.
This result corresponds with the procedure stated in the PIA staff
manual that every new and re-engaged teacher shal sign a contract with
PIA setting forth his or her work assignment, salary grade or rate and
position. Then the chosen applicant official y becomes an employee of PIA
upon his/her execution of the employment contract.
Enhancement Of The Recruitment And Selection Practices For
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/Jayca Yang Siddayao

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It has been projected that in the next few years, some organizations
expect to use outsourcing more for testing and assessment activities.
Table 13. Perceived level of implementation of Pines International
Academy, Inc. practices on recruitment and selection of ESL
teachers on employment

EMPLOYMENT
MEAN DESCRIPTIVE
Std.
VALUE
Dev








1. Hired applicants for ESL teaching


position sign an initial provisional
4.28
VI
1.016
employment contract setting forth his



or her assignment, salary grade and



position.







2. Immediately upon being hired, new



ESL teachers are informed by the



management about the standards by
4.32
VI
0.973
which they may be qualified as
permanent employees during the final
orientation.


Limits
Level
Descriptive Value
Symbol
1.00-1.49
1
Not Implemented
NI
1.50-2.49
2
Poorly Implemented
PI
2.50-3.49
3
Moderately Implemented
MI
3.50-4.49
4
Very Much Implemented
VI
4.50-5.00
5
Ful y Implemented
FI

Final y, better recruitment and selection strategies result in
improved organizational outcomes. The more effectively organizations
recruit and select candidates, the more likely they are to hire and retain
satisfied employees. In addition, the effectiveness of an organization’s
Enhancement Of The Recruitment And Selection Practices For
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/Jayca Yang Siddayao

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selection system can influence bottom-line business outcomes, such as
productivity and financial performance.


SUMMARY, CONCLUSIONS AND RECOMMENDATIONS



This study was conducted to identify and evaluate the effectiveness
of the recruitment and selection practices carried out by Pines
International Academy, Inc. in the high need disciplines of ESL education.
Specifical y, this study addressed the fol owing inquiries:
1. Is there a significant difference between the profiles of ESL
teachers who were hired and those who were not hired based on the
recruitment and selection practices of PIA along the fol owing socio-
demographic factors:
a. Age
b. Sex
c. Civil status
d. Education
e. Trainings/certification
f. Work experiences
2. What criteria are preferred by the management in the recruitment
and selection of potential ESL teachers of Pines International Academy,
Inc.?
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/Jayca Yang Siddayao

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3. What is the level of implementation of the institutional practices
on recruitment and selection of ESL teachers of Pines International
Academy, Inc.?
The study was conducted at Pines International Academy, Inc.
where the respondents were the potential and employed ESL teachers of
the institution between the time periods 2007-2011 as wel as the people
involved in the employment process.
The descriptive survey method of research was utilized in this
study. The primary data gathering instrument used was a questionnaire.
Fol ow up interview was also conducted for further clarification and
validation of data.

Findings

The fol owing are the salient findings of the study:
1. There were significant differences in the distribution of
respondents in terms of age, civil status, educational attainment,
bachelor’s degree/field of specialization, and work experiences. The
largest proportion in the age distribution of the respondents is represented
by the 64.30% or 148 of the total respondents who had ages ranging from
20-25. It shows that the potential ESL teacher candidates are in their early
and mid-20s; there are more female (79.13%) than male (20.87%)
Enhancement Of The Recruitment And Selection Practices For
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respondents; 76.09% of the total respondents were single. There was no
significant difference between the hired and not hired in terms of their sex.
2. In terms of educational attainment, the plurality of respondents
was those bachelor’s degree holders with 209 or 90.87%.13. The larger
proportion of respondents is represented by the non-education graduates
(63.48%) and it was found out that among the Hired, 64% are non-
education graduates. This result failed to affirm that the management
prefers education graduates. Also, most of the hired have not undergone
training prior to job application.
3. There was a significant difference in the criteria preferred by the
personnel involved in the recruitment and selection.
4. The top ten criteria preferred by the management in the
recruitment and selection of ESL teachers were ranked as: communication
skil s; trainability; degree/field of specialization; previous work experience;
license or certification; physical appearance, age, future plans, civil status,
and residence/location.
5. Communication skil s (2) and trainability (2.2) had significant
bearing in the recruitment and selection of applicants while physical
appearance, age, and civil status were observed as factors which have
lesser bearing in the decision of the management’s decision in the
screening process.
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/Jayca Yang Siddayao

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6. The Recruitment process includes: col ection of Curriculum Vitae
and other minimum requirements, application form, sorting of documents,
general orientation for qualified applicants, teaching skil s assessment,
reference check, pre-employment training, final screening and signing of
employment contract.
7. Among the recruitment strategies, the use of local newspaper
was perceived by the respondents as “ful y implemented” with a mean
score of 4.63. The value was also supported solidly by majority of
respondents as proven statistical y by the 0.774 standard deviation. On
the other hand, the implementation of reference checks and physical
examination were perceived as “moderately implemented.” These items
were quantitatively described with the mean score of 2.77 and 3.03
respectively.

Conclusions
Based on the findings of the study, the fol owing conclusions were
drawn:
1. The ESL teachers of Pines International Academy, Inc. were
predominantly young, typical y single, bachelor degree holders, general y
females and in terms of education, most of them specialized in non-
education courses. Since this is the case, most of them have not
undergone formal trainings related to ESL before their job application.
Enhancement Of The Recruitment And Selection Practices For
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/Jayca Yang Siddayao

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2. Pines International Academy, Inc. relied on traditional
recruitment and personnel selection techniques over the use of online
assessment instruments by using simple and fairly passive strategy for
recruitment such as an advertisement in newspaper and regular utilization
of internal resources such as job postings and employee referrals when
recruiting ESL teacher candidates.
3. The criteria preferred by the management are most likely based
on skil s and behavior and less probably based on the acquisition of formal
knowledge.
4. Majority of the ESL teacher candidates submitted the same
requirements and underwent the same employment process however, the
awareness in the employment procedure was not so solidly consistent.
5. Some of the identified practices and guidelines on recruitment
and selection were ful y implemented while some were identified as poorly
implemented. Thus, there is a weaker awareness of employees whether
these are implemented or conducted by the management as reflected in
the irregularity of their responses.

Recommendations

In the light of the foregoing findings and conclusions, the fol owing
recommendations are herewith proposed:
Enhancement Of The Recruitment And Selection Practices For
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/Jayca Yang Siddayao

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1. There should be greater effort to update and upgrade the system
of recruitment and selection practices to increase the number of high
quality applicants.Thus, by using a good selection system to hire qualified
employees, organizations can reduce turnover, increase employee
retention, and ultimately improve critical business outcomes.
2. Qualifications criteria shal be observed and implemented with a
standard strictly fol owed at al cost and it should be disseminated to al
concerned.
3. A written guideline or upgraded manual of operations shal be
made to serve as guide and as a basis in the recruitment and selection
process. Familiarity with the policies of the institution promotes awareness
of one’s rights, duties and responsibilities
4. Information dissemination and orientation on PIA policies and
guidelines on recruitment and selection shal be conducted by the HR
personnel in-charge.
5. Al existing institutional policies on recruitment and selection of
ESL teachers should be disseminated to stakeholders and implemented
so that the institution shal be able to attract and eventual y employ very
qualified ESL teachers.
Enhancement Of The Recruitment And Selection Practices For
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/Jayca Yang Siddayao

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6. PIA, Inc. shal consider offering ESL certification courses or
training programs designed for individuals outside who want to refresh or
upgrade their English communication skil s.
7. Further study on a wider scope should be conducted with regard
to recruitment and selection practices being adopted by the institution

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Enhancement Of The Recruitment And Selection Practices For
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/Jayca Yang Siddayao

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APPENDICES


APPENDIX A
Letter of Intent to Conduct the Research




28 December 2010

The PIA Adviser
Pines International Academy, Inc.
Baguio City

Dear Sir:

Greetings!

I am a student of Benguet State University currently pursuing Masters of Science
in Human Resources Development under the Open University program. I am
presently conducting my thesis entitled, “ENHANCEMENT OF THE
RECRUITMENT AND SELECTION PRACTICES FOR ENGLISH TEACHERS
AT PINES INTERNATIONAL ACADEMY, INC.”

The objective of the study is to identify and evaluate the effectiveness of currently
existing recruitment and selection practices carried out by Pines International
Academy, Inc. and to assess the level of implementation of selection policies of
ESL teachers. Furthermore, it also aimed at producing a manual of operations
based on this for ESL teachers of the academy in the high need disciplines of
ESL education.

On this regard, I humbly request your good office to permit me to have free
access to information relevant to the scope of my study by floating survey
questionnaires and conducting interview to the HR Personnel of the academy.

Your favorable action on this matter wil be highly appreciated. Rest assured that
the information would be treated with utmost confidentiality and wil not be
disclosed to anyone for any reason other than statistical analysis and the
purpose of this study as a research only.
Thank you very much.

Sincerely yours,

(SGD.) JAYCA Y. SIDDAYAO
Researcher

Enhancement Of The Recruitment And Selection Practices For
EnglishTeachers At Pines International Academy, Inc.
/Jayca Yang Siddayao

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APPENDIX B


Letter to Respondents


28 December 2010


Dear Respondents:

Greetings!

In line with my study entitled, “ENHANCEMENT OF THE RECRUITMENT
AND SELECTION PRACTICESFOR ENGLISH TEACHERS AT PINES
INTERNATIONAL ACADEMY, INC.” in partial fulfil ment of the
requirements for a Master of Science in Human Resource Development
degree, I am requesting your cooperation to provide the pertinent data
needed.

Your valuable inputs wil surely help to determine the level of effectiveness of
currently existing recruitment and selection practices carried out by Pines
International Academy, Inc. and be able to produce a manual of operations
based on this for ESL teachers in the high need disciplines of ESL education.

In this connection, I am requesting for your assistance by accomplishing the
attached questionnaire. Please check the appropriate boxes or items and
write your responses on the blanks provided. Rest assured that your answers
would be treated with utmost confidentiality and wil not be disclosed to
anyone for any reason other than for statistical purposes.

Thank you for your time completing this questionnaire. Kindly return the
questionnaire to the undersigned three days upon receipt thereof.

Truly yours,

(SGD.)JAYCA Y. SIDDAYAO
Researcher





Enhancement Of The Recruitment And Selection Practices For
EnglishTeachers At Pines International Academy, Inc.
/Jayca Yang Siddayao

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APPENDIX C


Communication Letters


28 December 2010

The Executive Vice President
Pines International Academy, Inc.
Baguio City

Dear Ma’am:

Greetings!

First of all, I would like to extend my heartfelt thanks to you and the management for granting my request
last December 28, 2010 regarding my thesis. Your suggestions are very much valued and I have already
made the necessary revisions and had my adviser approve it.
In line with my study entitled, “ENHANCEMENT OF THE RECRUITMENT AND SELECTION
PRACTICES FOR ENGLISH TEACHERS AT PINES INTERNATIONAL ACADEMY, INC.” in partial
fulfilment of the requirements for Master of Science in Human Resource Development degree, may I
continue to request for the assistance and cooperation of the HR Department to complete my study this
semester.

In this regard, I humbly request your good office to permit me to have free access to information relevant
to the scope of my study. Specifically:
a. the acquisition of ESL applicants’ profile from 2005-2011:

YEAR
No. of batches
WAVE
2007
3 (23)
Wave
2008
3 (23)
Wave
2009
3 (23)
Wave
2010
3 (23)
Wave
2011
3 (8)
Wave
Total
n= 100
Average no. of applicants monthly/per batch
*based on stratified random sampling (SRS) Sample size: 100
b. a quick interview with the HR personnel on February 24, 2011 regarding the recruitment
and selection practices of PIA.
Your favorable action on this matter wil be highly appreciated. Rest assured that the data and
information would be treated with utmost confidentiality and wil only be for the sole purpose of my study.

Thank you very much.
Sincerely yours,

(SGD.) JAYCA Y. SIDDAYAO
Enhancement Of The Recruitment And Selection Practices For
EnglishTeachers At Pines International Academy, Inc.
/Jayca Yang Siddayao

---

Researcher
Republic of the Philippines
Benguet State University
OPEN UNIVERSITY
La Trinidad, Benguet


23 February 2011

The Executive Vice-President
Pines International Academy, Inc.
Baguio City

Dear Ma’am:

Greetings!

I am a graduate student of Benguet State University currently pursuing Master of
Science in Human Resource Development under the Open University program. I am
currently conducting my thesis entitled, “ENHANCEMENT OF THE RECRUITMENT
AND SELECTION PRACTICES FOR ENGLISH TEACHERS AT PINES
INTERNATIONAL ACADEMY, INC.”
In this connection, may I request for your cooperation to provide the pertinent data
and information to satisfy the objectives of my study. I would appreciate the
opportunity to meet with you briefly and discuss the practice of your specialty
particularly in the recruitment and selection of potential ESL teachers in PIA.
Your valuable inputs wil surely help to determine the level of effectiveness of
currently existing recruitment and selection practices carried out by Pines
International Academy, Inc. for potential ESL teachers in the high need disciplines of
ESL education.

I wil keep in touch with you via messenger or in person on February 24th to see if we
can schedule a meeting. Thank you for considering my request, and I hope we can
spend some productive time together while we discuss about this matter.
Rest assured that your responses would be treated with utmost confidentiality and
wil not be disclosed to anyone for any reason other than the sole purpose of my
study.

Thank you very much.

Sincerely yours,

(SGD.) JAYCA Y. SIDDAYAO
Researcher


Enhancement Of The Recruitment And Selection Practices For
EnglishTeachers At Pines International Academy, Inc.
/Jayca Yang Siddayao

---

Republic of the Philippines
Benguet State University
OPEN UNIVERSITY
La Trinidad, Benguet


28 December 2010

The VP for Academics
Pines International Academy, Inc.
Baguio City

Dear Sir:

Greetings!

I am a graduate student of Benguet State University currently pursuing Master of
Science in Human Resource Development under the Open University program. I am
currently conducting my thesis entitled, “ENHANCEMENT OF THE RECRUITMENT
AND SELECTION PRACTICES FOR ENGLISH TEACHERS AT PINES
INTERNATIONAL ACADEMY, INC.”
In this connection, may I request for your cooperation to provide the pertinent data
and information to satisfy the objectives of my study. I would appreciate the
opportunity to meet with you briefly and discuss the practice of your specialty
particularly in the recruitment and selection of potential ESL teachers in PIA.
Your valuable inputs wil surely help to determine the level of effectiveness of
currently existing recruitment and selection practices carried out by Pines
International Academy, Inc. for potential ESL teachers in the high need disciplines of
ESL education.

I wil keep in touch with you via messenger or in person on February 24th to see if we
can schedule a meeting. Thank you for considering my request, and I hope we can
spend some productive time together while we discuss about this matter.
Rest assured that your responses would be treated with utmost confidentiality and
wil not be disclosed to anyone for any reason other than the sole purpose of my
study.

Thank you very much.

Sincerely yours,

(SGD.) JAYCA Y. SIDDAYAO
Researcher



Enhancement Of The Recruitment And Selection Practices For
EnglishTeachers At Pines International Academy, Inc.
/Jayca Yang Siddayao

---

Republic of the Philippines
Benguet State University
OPEN UNIVERSITY
La Trinidad, Benguet


28 December 2010

The Personnel Supervisor
Pines International Academy, Inc.
Baguio City

Dear Ma’am:

Greetings!

I am a graduate student of Benguet State University currently pursuing Master of
Science in Human Resource Development under the Open University program. I am
currently conducting my thesis entitled, “ENHANCEMENT OF THE RECRUITMENT
AND SELECTION PRACTICES FOR ENGLISH TEACHERS AT PINES
INTERNATIONAL ACADEMY, INC.”
In this connection, may I request for your cooperation to provide the pertinent data
and information to satisfy the objectives of my study. I would appreciate the
opportunity to meet with you briefly and discuss the practice of your specialty
particularly in the recruitment and selection of potential ESL teachers in PIA.
Your valuable inputs wil surely help to determine the level of effectiveness of
currently existing recruitment and selection practices carried out by Pines
International Academy, Inc. for potential ESL teachers in the high need disciplines of
ESL education.

I wil keep in touch with you via messenger or in person on February 24th to see if we
can schedule a meeting. Thank you for considering my request, and I hope we can
spend some productive time together while we discuss about this matter.
Rest assured that your responses would be treated with utmost confidentiality and
wil not be disclosed to anyone for any reason other than the sole purpose of my
study.

Thank you very much.

Sincerely yours,


(SGD.) JAYCA Y. SIDDAYAO
Researcher

Enhancement Of The Recruitment And Selection Practices For
EnglishTeachers At Pines International Academy, Inc.
/Jayca Yang Siddayao

---

Republic of the Philippines
Benguet State University
OPEN UNIVERSITY
La Trinidad, Benguet


28 December 2010

The Training and Development Supervisor
Pines International Academy, Inc.
Baguio City

Dear Ma’am:

Greetings!

I am a graduate student of Benguet State University currently pursuing Master of
Science in Human Resource Development under the Open University program. I am
currently conducting my thesis entitled, “ENHANCEMENT OF THE RECRUITMENT
AND SELECTION PRACTICES FOR ENGLISH TEACHERS AT PINES
INTERNATIONAL ACADEMY, INC.”
In this connection, may I request for your cooperation to provide the pertinent data
and information to satisfy the objectives of my study. I would appreciate the
opportunity to meet with you briefly and discuss the practice of your specialty
particularly in the recruitment and selection of potential ESL teachers in PIA.
Your valuable inputs wil surely help to determine the level of effectiveness of
currently existing recruitment and selection practices carried out by Pines
International Academy, Inc. for potential ESL teachers in the high need disciplines of
ESL education.

I wil keep in touch with you via messenger or in person on February 24th to see if we
can schedule a meeting. Thank you for considering my request, and I hope we can
spend some productive time together while we discuss about this matter.
Rest assured that your responses would be treated with utmost confidentiality and
wil not be disclosed to anyone for any reason other than the sole purpose of my
study.

Thank you very much.

Sincerely yours,

(SGD.)JAYCA Y. SIDDAYAO
Researcher



Enhancement Of The Recruitment And Selection Practices For
EnglishTeachers At Pines International Academy, Inc.
/Jayca Yang Siddayao

---

Republic of the Philippines
Benguet State University
OPEN UNIVERSITY
La Trinidad, Benguet


28 December 2010

The HR Clerk
Pines International Academy, Inc.
Baguio City

Dear Ma’am:

Greetings!

I am a graduate student of Benguet State University currently pursuing Master of
Science in Human Resource Development under the Open University program. I am
currently conducting my thesis entitled, “ENHANCEMENT OF THE RECRUITMENT
AND SELECTION PRACTICES FOR ENGLISH TEACHERS AT PINES
INTERNATIONAL ACADEMY, INC.”
In this connection, may I request for your cooperation to provide the pertinent data
and information to satisfy the objectives of my study. I would appreciate the
opportunity to meet with you briefly and discuss the practice of your specialty
particularly in the recruitment and selection of potential ESL teachers in PIA.

Your valuable inputs wil surely help to determine the level of effectiveness of
currently existing recruitment and selection practices carried out by Pines
International Academy, Inc. for potential ESL teachers in the high need disciplines of
ESL education.

I wil keep in touch with you via messenger or in person on February 24th to see if we
can schedule a meeting. Thank you for considering my request, and I hope we can
spend some productive time together while we discuss about this matter.
Rest assured that your responses would be treated with utmost confidentiality and
wil not be disclosed to anyone for any reason other than the sole purpose of my
study.

Thank you very much.


Sincerely yours,

(SGD.) JAYCA Y. SIDDAYAO
Researcher



Enhancement Of The Recruitment And Selection Practices For
EnglishTeachers At Pines International Academy, Inc.
/Jayca Yang Siddayao

---

APPENDIX D

Structured Survey Questionnaire (for Hired/Not Hired)

I. Respondent’s Profile

Name (optional):_____________
Sex: ____M ____F

*If employed, Year of Employment: ____

Age: Civil Status:
____ less than 20 years old ____ Married
____ 20-25 ____ Single
____ 26-30 ____ Widowed
____ 31-35
____ 36-40
____ 40 and above

Educational Attainment: Trainings related to ESL teaching:
____ Doctorate degree ____ has undergone training
(TESOL, IELTS, TOEFL, etc)
____ MA/MS degree ____ LET Passer
____ with MA/MS units ____ has not undergone training
related to ESL
____ Baccalaureate degree
____ Undergraduate Experience:
____ fresh graduate
____ w/ teaching experience
____ no teaching experience

Education/Major Field:
_____ Education: ____ Non-Education:
*pls. specify:___________ *pls. specify: ____________








Enhancement Of The Recruitment And Selection Practices For
EnglishTeachers At Pines International Academy, Inc.
/Jayca Yang Siddayao

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II.
Level of Implementation of the PIA practices on Recruitment
and Selection:
Choose from among the fol owing recruitment and selection practices
which are existing in Pines International Academy and indicate the degree
by which these are being implemented using the fol owing scale:

5 – Ful y implemented (FI)
4 – Very much implemented (VI)
3 – Moderately implemented (MI)

2 – Poorly implemented (PI)
1 – Not implemented (NI)

Advertising
1
2
3
4
5
1. The recruitment of potential ESL





teachers is advertised through posting of
existing vacancy in the Local Newspapers.
2. The recruitment of potential ESL





teachers is advertised through flyers.
3. The recruitment of potential ESL





teachers is advertised through posting of
existing vacancy in theInternet.
4. The recruitment of potential ESL





teachers is advertised through posting of
existing vacancy through Job Fairs.
5. The recruitment of potential ESL





teachers is advertised through posting of
existing vacancy through career
counseling in schools and universities.
6 The recruitment of potential ESL





teachers is advertised through referrals
from present and former employees.
Preliminary Screening
1
2
3
4
5
1. Applicants file their applications with the




Human Resources Department.
2. The fol owing documents are submitted




upon application:
Resume





Application Letter





Official Transcript of Records





Diploma





Health Certificate





Application Form





Enhancement Of The Recruitment And Selection Practices For
EnglishTeachers At Pines International Academy, Inc.
/Jayca Yang Siddayao

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Initial Assessment
1
2
3
4
5






1. An initial interview with applicants is
conducted
2. A teaching demonstration is scheduled





by the HR supervisor and the applicant
conducts an actual class demonstration
Pre-employment Test
1
2
3
4
5
1. Applicants have to take the employment




tests (psychological, IQ, Personality tests)
to measure their ability and to supplement
the interviews and data indicated in the
application form.
2. Upon approval of application, applicants




are required to undergo training—TEPEE
pre-hire training of Pines International
Academy.
3. After the pre-employment training, the





applicant is scheduled for Final teaching
demonstration and Final interview
Background Checks
1
2
3
4
5
1. A background investigation is conducted




to the potential candidate before he/she is
final y selected
2. The selected applicants are required to





undergo physical and medical examination
to determine if she/he is fit to work.
Employment
1
2
3
4
5
1. Hired applicants for ESL teaching





position sign an initial provisional
employment contract setting forth his or
her assignment, salary grade and position.
2. Immediately upon being hired, new ESL




teachers are informed by the management
about the standards by which they may be
qualified as permanent employees during
the final orientation.

Thank you very much!



Enhancement Of The Recruitment And Selection Practices For
EnglishTeachers At Pines International Academy, Inc.
/Jayca Yang Siddayao

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APPENDIX E


Interview Guide Questions

(HR Department)

Name (optional): __________________Duration: __________________

Current position: __________________Length of Service in PIA: _______
I. HR Personnel


1. Do you have the steps or standard procedure in your
recruitment and selection? What are they?
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________


2. What are the kinds of duties and responsibilities do you complete
regularly in relation to recruitment and selection of potential ESL
teachers?
_____________________________________________________
_____________________________________________________
_____________________________________________________


3. Does the company have a written policy describing procedures for
the review of competencies and/or qualifications?
_____________________________________________________
_____________________________________________________
_____________________________________________________






Enhancement Of The Recruitment And Selection Practices For
EnglishTeachers At Pines International Academy, Inc.
/Jayca Yang Siddayao

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4. Being one of the HR personnel, what are the criteria that you
preferred in the recruitment and selection of ESL teacher
candidates? Kindly rank them according to their degree of
importance.


Rank
Age

Bachelor’s Degree

Civil Status

Communication Skil s

Future Plans

License/certification

Physical Appearance

Previous Work Experiences

Residence/Location

Trainability


______________________________________________________________________
Thank you very much!























Enhancement Of The Recruitment And Selection Practices For
EnglishTeachers At Pines International Academy, Inc.
/Jayca Yang Siddayao

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APPENDIX G


Transcripts from Interview

Policies and Procedures

Jayca: Are recruitment and assessment processes supported by written
and procedures that are up-to date?

HR Personnel: Yes

Jayca: How widely communicated are the academy’s written recruitment
and selection policies to those who are involved in the process?
HR personnel: Not that much. We change the policy according to the
circumstance that is present. It is dynamic

Jayca: Does the company utilize these policies and procedures to the
recruitment, assessment and selection processes?

HR Personnel: Yes

Jayca: Does the academy have a written policy describing procedures for
the review of competencies and/or qualifications?

HR Personnel: It’s not yet codified but we have our own personal
guidelines on how to do it and we make sure that we are working in
harmony with each other.

Training

Jayca: Who performs recruitment activities for the academy?

HR Personnel: (refer to Figure 2)
HR Clerk  Personnel Supervisor Training SupervisorVP for
Academics and the Executive Vice President

Jayca: On the average, how long does it take to fil a position within the
company from the start of recruitment until an offer is extended?

HR Personnel: 2 weeks to 1 month

Enhancement Of The Recruitment And Selection Practices For
EnglishTeachers At Pines International Academy, Inc.
/Jayca Yang Siddayao

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Jayca: Does the company provide training and/or written guidelines about
recruitment, assessment and selection policies and procedures to
managers and supervisors prior to them seeking to fil a position (e.g.
reviewing applications, conducting interviews, and evaluating candidates?

HR personnel: There were times in the past we had –training written
guidelines but it’s not yet an established practice.

Jayca: Among the people who have undergone training, how many people
retain?

HR Personnel: 40-50% retain among the people who have undergone
training.

Recruitment Strategies

Jayca: Does the company develop a specific recruiting and marketing
plan to identify how and who they need to contact to help achieve finding
the best candidates?

HR Personnel: Yes. We keep in touch with the city government (DOLE,
Jobs Fairs), Newspaper, online.

Jayca: Does the company have a plan to recruit qualified applicants who
represent the diversity of the country/region or local service area?

HR Personnel: we already have target potential candidates for ESL
positions so we don’t actual y go for native speakers.

Jayca: Does the company compare its workforce demographics to the
locality, country or local labor force demographics?

HR Personnel: I think so. Except for native speakers

Jayca: Does the management utilize specialized recruitment strategies to
attract hard-to-find, qualified candidates?

HR Personnel: Not much. Everyone who comes here have the chance.
They are al accommodated.

Jayca: What recruitment strategies are utilized to attract hard-to-find
qualified candidates?
Enhancement Of The Recruitment And Selection Practices For
EnglishTeachers At Pines International Academy, Inc.
/Jayca Yang Siddayao

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HR Personnel: local ads, jobs fair, no other recruitment strategies that we
do. Of course we visit schools.

Recruitment Process and Hiring

Jayca: is a job analysis conducted to identify the key responsibilities of a
position prior to announcement? How do you conduct the job analysis
before going to recruitment and selection?

HR personnel: we already have a stable guideline for ESL teacher position

HR Personnel: Yes, we have the job descriptionspecification of job
posting of ads screening

Jayca: Are required qualifications reviewed prior to position
announcements to assure they are job related?

HR Personnel: Yes

Jayca: Are preferred qualifications reviewed prior to position
announcements to assure they are job related?

HR Personnel: Yes

Jayca: What are the criteria you prefer for ESL position?

HR Personnel 1: Experience and education don’t matter much to me as
long as you are trainable.

HR Personnel 2: Attitude/behaviour and communication skil s

Jayca: Does the company’s HR staff assure al applicants selected for
employment meet the posted standard for employment meet the posted
qualifications for the position?

HR Personnel:

Jayca: What percentage of job announcements identify the competencies
needed to perform the job?

HR Personnel: 95%

Enhancement Of The Recruitment And Selection Practices For
EnglishTeachers At Pines International Academy, Inc.
/Jayca Yang Siddayao

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Jayca: Are essential functions of the position discussed with the
candidate?

HR Personnel: Yes, but indirectly

Jayca: Does the management utilize a behavioural interviewing tool to
develop standardized, relevant interview questions?

HR Personnel: Yes

Jayca: What is the average number of applicants applying as ESL
teachers in PIA? (per batch, monthly, etc)

HR Personnel 1: 80%

HR Personnel 2: It depends upon the need of the company. So if we think
that if there are more qualified applicants than what we need, what we do
is we reserve it for the next term. However if the need of the company is
bigger than what we currently have like we need 5 but we only produce 3.
In that case we squeeze our current teachers.

Jayca: so it means you do not compromise the quality..

HR Personnel: no no, not the quality…real y.

Selection Process

Jayca: Do you have the steps or standard procedure in your recruitment
and selection? What are they?

HR Personnel: we actual y fol ow process but in my case, after the initial
screening that means initial interview, I conduct general orientation. We
invite al applicants who were qualified during the initial interview to come
and attend then I introduce the school, the objectives of the school, vision,
mission and then ipinapakilalakosakanilayungtraining and the team.

Jayca: What are the kinds of duties and responsibilities do you complete
regularly in relation to recruitment and selection of potential ESL
teachers?

Enhancement Of The Recruitment And Selection Practices For
EnglishTeachers At Pines International Academy, Inc.
/Jayca Yang Siddayao

---

HR Personnel: The bulk of my work during the day is to tel them about
our employment process and I also accommodate questions. So we also
encounter people who apply for the job with the attitude nahindimaganda.
I also conduct teaching demo and then initial interview pa rin then assess
them.

Jayca: intital interview?

HR Personnel: Yeah, we have initial interview or what we cal intial
screening. Behavioral kasiyun so we also based it from their ugali, we
based
it
saappearance
nila.
We
based
sa
kung
anoyungsasabihinnila..ahhh..yeah initial screening of course we have
sorting. Sorting di bameronkamingqualifacationshalimbawamakataposng 4
years preferably education graduate major in English.Halimbawa may
nakitakaming 2 years lang, of course iso-sort niyayun. She’l do it..both of
them and thenhalimbawahindinilamagwakasi busy sila, then I can do it. So
parang multi-taskinghinditalaga naming sinusunodyung task. Unless
available ka then you can do the job but initial y dapatsiya.After that,
training orientation.Pagkataposng orientation, angini-invite naming ay
yungmga qualified na to undergo the second step. You know, yungmga
qualified na to undergo our program—the TEPEE which is duly recognized
by TESDA. After two weeks, we conduct the final interview. Final teaching
demo and final interview.Taposyungmgana-qualify, they are invited to
come and join the employment orientation. They wil know the details
about PIA such as protocols, policies and practices.
After that I also assess them by giving them feedback or post-evaluation.

Jayca: Being one of the HR personnel, what are the criteria that you
preferred in the recruitment and selection of ESL teacher candidates?

HR Personnel: sa akin talagayung trainability. Of course nandiyannayung
personality pag trainable kakasi everything fol ows like you can handle
pressure, you can handle difficult students or flexibility. Couple it with good
attitude ….and then teaching skil s.

Jayca: what are your preferred criteria in screening candidates? I mean
personal y..hmm aside from the standard that the company has.

HR Personnel: “we hire characters, but we train skil s. Sa akin ah
personal y, if I can see that he/she has potential to develop i..i give her
that..i give her OK. Wel aside from the personality talaga or the
characteristics, I usual y base my questions sa work experience nila..if
Enhancement Of The Recruitment And Selection Practices For
EnglishTeachers At Pines International Academy, Inc.
/Jayca Yang Siddayao

---

they have any. After their work experience I go sa trainability nila. If
someone would criticize then how would they feel? So under work
experience, dun akosa behavioral. But the good thing as a team is
talagang we have the same feeling. Out of 100, 80%
talaganagkakatotoo.Halimbawasasabihinkong,
“may
hunch
akongganitosiya” somehow they wil not real y agree with me 100%, but
they’re “okay” or “aha” then they wil ask why. Then I wil explain. Meron
din namansilang areas namalakasang hunch nila, akohindi. Parangpwede
intel ectual sila, akohindi. It means mas kumpleto kami as a team. We
have specified category or area to ask of. Just in cases wherein we are
not al available, kunyariakolang, I have to cover al areas. Intel ectual,
behavioral, trainability etc.

Jayca: How long is the selection documentation retained?

HR Personnel: I think for a very long time because even the papers of
those who resigned are stil intact there.

Jayca: Does the company evaluate and assess how wel the selection
procedures worked?

HR Personnel: yes, we discuss among ourselves. For a very long time we
didn’t have hiring like we ended July so when we ended we stopped
discussing about it. When we started the recruitment and training..that’s
the time we started discussing about it again.

Jayca: How frequently does the agency assess its selection procedures?

HR Personnel: as long as recruitment and selection is continuous also..we
discuss. So if it’s monthly, we often discuss it monthly.

Jayca: Does the agency maintain documentation of the assessment
process?

HR Personnel: Yes, we keep everything.

Jayca: Thank you very much for your valuable time answering these
questions.
-------------------------------------------


Enhancement Of The Recruitment And Selection Practices For
EnglishTeachers At Pines International Academy, Inc.
/Jayca Yang Siddayao

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APPE NDIX F
Output of the Study: Sample Manual of Operations on Recruitment and
Selection
________________________________________________________



Sample Manual of Operations
o

PninRes eIcntruerniattimoneal nActa adendmy, ISnec. lection

“To provide and promote quality English Education” --PIA




An Output of the Study: Enhancement of the Recruitment and
Selection Practices of English Teachers at Pines International
Academy, Inc.



JAYCA YANG SIDDAYAO
APRIL 2011


Enhancement Of The Recruitment And Selection Practices For
EnglishTeachers At Pines International Academy, Inc.
/Jayca Yang Siddayao

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Introduction
Recruiting a new member of the team is one of the most important things
the HR Personnel ever has to do. If it is done wel then everyone benefits:
the individual who has been recruited, the team and the organization.
If it is done badly then the damage can be costly. Morale can suffer, the
work wil be done badly or not at al , and expensive training time wil be
wasted. The management wil have to spend time control ing the damage
rather than helping to achieve the organization’s goals.
This sample of a written manual of recruitment and selection is designed
to aid good recruitment of ESL teachers. It includes brief explanations of
each stage of the process and examples of forms to use.
Forms are not important in themselves but if they are used careful y they
help people to think clearly and help to avoid missing vital information or
step in the process.
*Note: The content of this sample written guideline is solely for PIA and for
reading purposes only.
The Vision
The PIA Training and Development Team envisions Total Empowerment
to Filipino educators to achieve global competency and sustainability by
delivering the highest quality training programs (PIA)
RECRUITMENT AND SELECTION PLAN
PIA only engages the services of teachers who meet its prescribed
qualification standards. Hiring is done using only relevant work-related
criteria. Al applicants are to be assessed in a standardized manner in
terms of their abilities, skil s, behaviours, and attitudes which are
necessary to satisfactory job performance. In no case is an applicant for
employment discriminated upon because of race, color, age, religion,
gender, affinity orientation, disability, or national origin (PIA Staff Manual,
2007).
Enhancement Of The Recruitment And Selection Practices For
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/Jayca Yang Siddayao

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I. Policy Statements
Purpose of Plan

The plan is designed to ensure that ESL teaching vacancies at
Pines International Academy are fil ed with highly qualified individuals. The
plan provides a framework for communication and training of individuals
involved with the recruitment and selection process and facilitates the
consistent application of related policies to promote diversity, integrity, and
fairness.

Equal Employment

Pines International Academy is dedicated to equality of opportunity
within its community. Accordingly, PIA does not practice or condone
discrimination, in any form, against students, employees or applicants on
the grounds of race, color, national origin, religion, sex, age, or disability.
PIA commits itself to positive action to secure equal opportunity regardless
of those characteristics. Al selection decisions wil be based on job-
related criteria and comply with the institution’s procedures employment
regulations.

The Commitment

The Human Resource Development team of PIA is committed to
the recruitment of diverse, qualified applicant pools and the selection of
individuals who meet the job-related criteria of each vacancy. They accept
responsibility for ensuring that hiring practices are applied consistently and
equitably and that recruitment and selection processes comply with the
policies issued by the management.

Ethics Statement

PIA assures that recruitment and selection activities are based on
job-related education and experience requirements and required skil s and
knowledge. Political patronage is not a factor in employment decisions
and no preferential treatment wil be given to any individual based on
political affiliation or influence. Those responsible for the recruitment and
Enhancement Of The Recruitment And Selection Practices For
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/Jayca Yang Siddayao

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selection of individuals for PIA employment are incumbent to apply
policies and procedures impartial y.


II.
Recruitment and Selection Process
The Job Requisition

The first steps in recruiting someone are:
1. To make sure that the job needs to be fil ed
2. To decide exactly what the job is: a vacancy may give you
the chance to change the job a little to suit your current
needs. Or it may be a new job, in which case it needs
thinking about from scratch.
3. To obtain permission from the senior management to go
ahead and perhaps to ask for help in doing so.
*The Job Requisition should help to make sure that you do not miss out on
any of these essential first steps

The procedures which make up this phase are detailed below:
a. The recruitment process commences with an assessment of the needs of
the department by the Faculty Head or manager. The HR Supervisor is
available to assist the process.
b. As part of the needs assessment, it is essential that a Job Description is
created.
c. The Human Resource Department carries ultimate responsibility for PIA’s
human resources. Consequently, the management and the HR personnel
are authorized to appoint staff on a permanent basis.
d. The HR manager or their delegate shal nominate a convenor for the
recommended interview panel. The convenor wil be responsible for
organizing the panel.
e. HR Supervisor shal coordinate with the President for authorization
f. The management and the HR shal ensure that the Terms and Conditions
and Salary details are correct.
g. HRD may not proceed to any subsequent phase of the recruitment
process without the authorization of the President.

Describing the Job

Enhancement Of The Recruitment And Selection Practices For
EnglishTeachers At Pines International Academy, Inc.
/Jayca Yang Siddayao

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Applicants need to know in ful what they are applying for and the
manager responsible for recruiting needs to know exactly what the person
selected wil be asked to do. In that way people do not waste time
applying for unsuitable jobs and managers can decide on the basis of the
job description what sort of person is needed.

Job descriptions are not just necessary for recruitment. A detailed
and precise list of duties and responsibilities to be kept up to date as jobs
grow and change: once a year during appraisal is a good time to re-
evaluate them.


The Person Specification

Person specifications of preference should be divided into
‘necessary’ and ‘desirable’ elements. When applications come in the
person specification is used to select suitable applicants for interview.
Depending on the, some parts of the person specification are more
important than others. For ESL teaching profession, the specific skil s and
qualifications are very important (as reflected in the result of this study).


APPLICANT SPECIFICATIONS
Job Title___________________ Department: ________________
Essential Desirable
Education and Training ____________ ____________
Special Skil s ____________________ ____________
Experience ______________________ ____________
Physical Requirements_____________ ____________
Attitude/personal attributes__________ ____________
Personal Circumstances____________ ____________
Any other relevant requirements:
___________________________________________________________
___________________________________________________________
Signed:
Enhancement Of The Recruitment And Selection Practices For
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/Jayca Yang Siddayao

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HR Personnel In-charge:
Date:

The designated officer from Human Resource Department, with
assistance from other HR Personnel, assesses the need for fil ing a
vacant position and determines if the existing position description
corresponds with the current purpose of the position. If there have been
significant changes in the position's duties and responsibilities, the job
description is revised and then reviewed by Human Resources to ensure
proper classification and recruitment. Essential functions, other
responsibilities, and necessary skil s and abilities are identified in the
position description


Sample Job Requisition Form

Enhancement Of The Recruitment And Selection Practices For
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/Jayca Yang Siddayao

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III. The Actual Process

The HRD ensures that the vacancy notice reflects appropriate
duties and responsibilities and resolves any concerns prior to recruitment.
The HR supervisor determines the need to target a position for affirmative
action based on the occupational area and applicant availability data. The
HR Supervisor and other HR personnel and staff col aborate on the
content of the vacancy announcement and the appropriate level of
recruitment (internal and external). The HR Personnel shal determine
appropriate recruitment sources, selection criteria, and selection tools to
be used. Al selection tools (structured interviews, demonstration
exercises, tests, reference checks, etc.) shal be objective based on job-
related criteria and consistently applied to final applicants.
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/Jayca Yang Siddayao

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The procedures which make up this phase are detailed below:
a. Upon receiving an authorization, HRD shal liaise with the personnel
responsible to determine the most cost effective advertising method
possible.
b. Al advertisements for vacancies must be lodged through Human
Resources, who are responsible for maintaining a register of
advertising and recruitment costs.
c. Advertisements are to be checked by Human Resources to ensure
they meet policy and legislative guidelines before they are published.
d. General y, the HR Clerk shal deal with inquiries from prospective
candidates. It is also the convenor’s responsibility to ensure that an
information kit is available to be given to prospective applicants (e.i.
flyer and position description). Salaries are not general y advertised.
e. Al applications are to be directed to the HR Department.

Advertising for the Job

A job advertisement should be accurate and concise and give the
maximum necessary information to al ow people to decide whether they
should apply. Insufficient information wastes time. Thus the purpose, key
responsibilities and salary package should be included.

The advertisement should also be designed to make people take
notice. The job should sound attractive enough to encourage applications.
It should however reflect the reality of the job. If it is made to sound more
attractive that it actual y is, there is a risk that many unsuitable candidates
may apply. A firm closing date should be specified.

Al applications for employment and related documentation (resume
or curriculum vitae, application letter, transcript of records, diploma, health
certificate (upon employment), and application form) are received by the
designated officer from HR. HRD maintains documentation on recruitment
activities and applicant response.

The confidentiality of applications must be respected by al of those
involved in the selection process.

Sample of Advertisement

Pines International Academy, Inc
Enhancement Of The Recruitment And Selection Practices For
EnglishTeachers At Pines International Academy, Inc.
/Jayca Yang Siddayao

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The largest and LEADING ESL SCHOOL in the Philippines is stil looking for
DYNAMIC, MOTIVATED, and TRAINABLE individuals who could be part of our fast
growing family…

We are in need of:
ESL TEACHERS
We train… we educate… we empower! Be one of us!

Qualifications:
-Graduate of any Bachelors Degree (Preferably Education or English Majors)
-Experience in teaching English (preferably to foreign nationals an advantage)
-Excel ent English Communications Skil s (written and oral)
-Wil ing to be trained and to work ful time

Requirements:
-Comprehensive Resume/Curriculum Vitae
-Application Letter
-Official Transcript of Records (photocopy)
-Diploma (photocopy)
-Health Certificate (can be submitted upon employment)
-2 copies of passport size ID pictures

HUMAN RESOURCE DEPARTMENT
Pines International Academy, Inc.
Ground Floor, Cooyesan Hotel Plaza,
Naguilian Road, Baguio City, 2600
Philippines

Tel No.: ______________
Fax No.: ______________
Email add:_____________

*Application period: _________________


Communication

Human Resources wil inform the public, applicants, and employees
of the Vacancy through the fol owing avenues:
a. Local Newspapers
b. Job Fairs
c. Job Boards
d. Col ege and Universities visitation (career counseling)
e. Flyers
f. Etc.
• Include Recruitment and Selection Process and components in the PIA
Staff Manual (refer to Figure 3)
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/Jayca Yang Siddayao

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• Notify applicants and employees via vacancy announcements
Have a written guideline and schedule available in HR department for
review
• Update the written guideline and information postings as necessary and
communicate changes appropriately

Application Form

Application forms modified for the job under consideration help filter
candidates and achieve appropriate shortlist. A wel -designed application
form gives the opportunity to find out what the HR want to know. An
application form also enables the HR personnel to compare candidates
against the same criteria.


Application forms shal be obtained from the HRD Office upon the
submission of the CV or Resume and other credentials.
*The application form which is currently utilized by PIA shal be
maintained.









IV. Assessment

Enhancement Of The Recruitment And Selection Practices For
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/Jayca Yang Siddayao

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a. Al applications are to be received by the HR Clerk who wil
arrange the fol owing: written acknowledgement of receipt,
confidential storage pending closing date for applications, a
preliminary “cul ” of applications where requested by the manager,
and distribution to the manager immediately after closing date for
applications.
b. The interview panel should comprise the fol owing: the manager
of the department (or nominee), the HR Supervisor or a staff
member with expertise in the professional field, the President or
EVP.
c. Applications received need to be sorted by the HR clerk or
convenor into three groups: candidates, possible candidates and
unsuitable.

Before any formal interviews take place, there are ways in which
useful information can be gathered about the ESL teacher candidates.
The filtering of candidates at the stage of receiving applications has been
thorough and based on careful thought about the job and the person
needed to fil it therefore any shortlisted candidates should in theory, be
able to do the job.

To produce a shortlist, the person specification should be used.
Each application should be considered against the ‘necessary’ and
‘desirable’ elements. Candidates need to meet al the ‘necessary’
elements in order to be shortlisted, the ‘desirable’ elements can be
considered in order to select a shortlist. It is necessary to prioritize the
most important ‘desirable’ elements of the person specification before
drawing up the shortlist.












Enhancement Of The Recruitment And Selection Practices For
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/Jayca Yang Siddayao

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TOP TEN CRITERIA (based on the study)

1. Communication Skil s
2. Trainability
3. Degree/specialization
4. Previous work experience
5. License/certification
6. Physical appearance
7. Age
8. Future plans
9. Civil status
10. Residence/location
*create person specifications guide with corresponding numerical
points, rates or ranks
V. Screening Process
After the closing date has passed the interview panel should
assess the applications to determine which applicants are to be cal ed for
interview. At least two members of the interview panel, including the HR
Supervisor (training supervisor), should undertake the task of shortlisting.
Shortlisting decisions should be based on evidence that the applicant has
met the requirements of the person specification. Shortlisting panel
members should avoid dismissing applicants who appear to be over-
qualified. Assumptions should not be made about their reasons for
applying for the post as they may eliminate an otherwise exemplary
candidate.
The original applications for al applicants, together with a written
note of reasons for shortlisting or rejecting applicants must be retained for
a minimum of 12 months from the date that an appointment decision is
notified, in case of complaint and to keep records for 12 months before
being deleted.
Human Resources shal screen applications for minimum
qualifications and other selection criteria (specific related education or
experience, skil s, etc.) as they are received. Individuals who meet
minimum qualifications and are deemed qualified in relation to the job-
related selection criteria, are referred to the HR Supervisor for
consideration. The hiring official screens referred applications to
determine individuals who are highly qualified in relation to the specific
Enhancement Of The Recruitment And Selection Practices For
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/Jayca Yang Siddayao

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duties and responsibilities of the position outlined in the vacancy
announcement.

Individuals who only meet minimum qualifications may be referred if
no individuals exceed the recruitment criteria

If the HR Supervisor and Human Resources agree that the
applicant pool is insufficient, the vacancy announcement may be extended
and the position may be advertised in additional recruitment resources.

References
a. The candidate/s selected by the panel, as the most suitable, wil be
reference checked by the Personnel Supervisor or delegate. At least
two references should be taken. The referees should be Managers or
Supervisors of the candidate from their recent work history. References
should not be taken from friends or col eagues. Responses to reference
inquiries should be recorded on the Reference checklist.

References have a more limited usefulness especial y as they are
often requested after the selection has taken place. In this case, the
purpose of reference can only be to check the truthfulness of information
already gained from the candidate and to ensure that there is no serious
issue the management should be aware of before final y appointing. At
least one reference should be always sought from the current or last
employer of the person concerned, and the relationship of the referee to
the candidate kept in mind.














Enhancement Of The Recruitment And Selection Practices For
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/Jayca Yang Siddayao

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Sample Letter of Requesting a Reference


VI. Selection Process

The selection decision is made from the highly qualified/interviewed
applicants. Applicants with priority/preference considerations are given
appropriate consideration. The decision is based on the selection tools
agreed upon by Human Resources and the HR Supervisor (initial test,
training, teaching demonstration exercises, interview, and panel
assessment). The HR Supervisor is responsible for documentation of the
selection process and justifying the selection to Human Resources.
VII. Training and Actual Teaching Demonstration
Train qualified ESL candidates (TEPEE). The pre-employment
training program is offered o prospective teachers. It includes American
Accent Training and the Contemporary Approaches, Principles and
Methods of Teaching ESL. The trainings are given to ensure that the
teachers being hired are adequately qualified for the job.Provide ongoing
consultation and training with HR personnel.




VIII. Interview Process
Enhancement Of The Recruitment And Selection Practices For
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/Jayca Yang Siddayao

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a. Interviews should be limited to the minimum number of candidates
required to achieve a reasonable comparison and ensure the most
suitable applicant is selected
b. Fol owing selection of the candidates for interview, the convenor wil
arrange for interview appointment times to be scheduled in
consultation with panel members and an appropriate room
reserved.
c. Al applications should be returned to the HR Clerk, to enable:
confidential storage of the applications for those candidates not
selected for interview
No candidate should reach the interview unless it is believed that
he/she could do the job; filtering earlier on via the job application form and
person specification should have ensured this.

The HR Supervisor informs Human Resources of the names of the
individuals who they have deemed as highly qualified and who they wish
to interview. Human Resources review the potential interview pool to
ensure representation of minorities if the position is targeted for affirmative
action and to ensure that priorities or preferences are being afforded if
required. Human Resources shal consult with the HR Supervisor for
changes to the interview pool if necessary and approves the pool. HRD
also maintain related documentation.

The HR representatives conduct structured interviews. The panel
shal maintain documentation of interview content.

Specification
Qualifications
Comments
Desirable
Essential








Experience











Skil s







Attitudes











Total:

OVERALL TOTAL OUT OF POSSIBLE:
*Sample Scoring System: for every tick in the desirable column, score 2.
For every tick in the essential column, score 5.

Enhancement Of The Recruitment And Selection Practices For
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/Jayca Yang Siddayao

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IX.
Approval of Selection and Compensation
The HR shal review the selection decision to ensure compliance
with the relevant regulations and approves the selection decision.
X.
Making the Offer

a. No offer of employment may be made during interviews. The interview
is a fact-finding situation only, the purpose of which is to assess the
suitability of the candidates in terms of experience, qualifications,
attitude and personality.
Once the post has been offered and accepted verbal y then an offer
letter or (contract signing) must fol ow immediately. This is a formal
invitation to accept the post and requires the candidate to respond by
signing a formal acceptance of terms set out in the letter.
Every new and or, re-engaged teacher shal sign a contract with
PIA setting forth his or her assignment, salary grade or rate and position.
The contract shal sign a contract shal specify its term or duration. The
contract may be renewed at the sole option of PIA taking into
consideration PIA’s need for the teacher’s services in relation to the
current number of enrol ees and his or her past performance, as wel as in
light of other essential on legal factors. In no case shal PIA be bound to
renew the contract of a teacher when the number of enrol ees cannot
sufficiently cope and correspond with the compensation of personnel (PIA
Manual).
The contract shal serve as the formal agreement between the
employer and the new employee. It must therefore include details of
salary, leave and sickness regulations, place and hours of work, any
probationary terms, the length of contract and any key disciplinary issues.
A copy of the contract must be kept permanently in the Personnel file
of the Human Resource Department.
Documentation

HRD shal maintain documentation of al recruitment and selection
activities to support decisions made and to provide fact-based information
for monitoring and evaluating recruitment and selection practices.
Enhancement Of The Recruitment And Selection Practices For
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/Jayca Yang Siddayao

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Documentation and hard copy of information shal be maintained in
Human Resources. Documentation includes records of job analysis,
vacancy announcements, recruitment activities, selection tools,
applications received, selection information, salary computations,
applicant/vacancy histories, and copies of notices to applicants.

a. The HR Clerk shal also attach a brief summary of the selection outlining
the reasons for the selection of one candidate over the others who were
interviewed (this may be handwritten). The Summary wil be retained on
file with al other documentation relating to the selection process. Due
consideration should be given to ensure that comments on the “reason
of selection” document are not discriminatory in any way.

Employer, Employee, and Applicant Expectations

Management: Provide leadership on development and
implementation of recruitment and selection procedures. Demonstrate
commitment to the plan and written guidelines.
Human Resources Hiring Officials:Maintain current position
descriptions. Evaluate vacancy posting needs. Support the concepts of
the Recruitment and Selection Plan and communicate the process as
appropriate. Strive to achieve and maintain a diverse work-force. Make
selection decisions based on job-related criteria and with impartiality.
Maintain documentation on interview and selection activities. Notify
unsuccessful applicants of the status of their applications.
Applicants:Stay abreast of vacancy notice information. Submit
application for employment and subsequent bids for specific vacancies
(i.e. ESL teaching position). Provide accurate, detailed information on job-
related qualifications. Submit materials within established deadlines.
XI.
Evaluation Process
Human Resources shal review the recruitment and selection
program to ensure that activities are consistent with the Recruitment and
Selection Plan. Selection activity data wil be compiled and analyzed
annual y. This report shal include activity statistics, information on
demographic group impact, policy exceptions and other relevant issues.
Enhancement Of The Recruitment And Selection Practices For
EnglishTeachers At Pines International Academy, Inc.
/Jayca Yang Siddayao

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BIOGRAPHICAL SKETCH


A woman giving birth to a child has pain because her time has come; but
when her baby is born she forgets the anguish because of her joy
that a child is born into the world. –John 16:21


Life is not a matter of accident. Everything that exists in this world
has a purpose. August 19, 1988 at Camp 6, Tuba, Benguet, the cry of a
pre-mature little angel was heard. Thus, the author’s history began.

She is the third child among the nine children of Mr. and Mrs.
Siddayao, both are natives of KadaclanBarlig, Mt. Province. She took her
elementary education at Alfonso Lista Central School in 2000 and
eventual y graduated from Baguio City National High School in 2004 after
passing various scholarship examinations in social institutions as wel as
availing academic scholarship grants in school which financed her tuition
fees in high school and even during col ege. In April 2008, she
successful y finished the degree Bachelor of Science in Agribusiness
major in Enterprise Management (Cum Laude) at Benguet State
University, La Trinidad, Benguet.

The author proved further her exemplary performance when she
was adjudged as the Outstanding Entrepreneurship Student of the
Philippines in 2008; Outstanding Student Leader of the Year in 2008; She
was also awarded as one of the Ten Outstanding Students of the
Enhancement Of The Recruitment And Selection Practices For
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/Jayca Yang Siddayao

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Philippines TOSP-CAR in 2008; Agribusiness Student of the Year in 2007;
Best Chief Executive Officer in 2007 by Globe Telecom and EYE
Foundation; Outstanding NSTP Student of the Year in 2005. Aside from
these awards in the field of entrepreneurship and leadership, she also
excel ed in numerous competitions of different fields.
She worked at Baguio City Library as a part-time working student in
2007. In 2008, she was employed as an EFL Teacher at Pines
International Academy, Inc. In 2010, she became a program coordinator
and member of the Research and Development of the same institution.
Determination, perseverance and faithfulness to God have been
her weapons in her struggle in pursuing her career and dreams. The
author is a dreamer, a fol ower and a visionary leader. But above al , she
is a HISTORY MAKER.

“Do not let anyone look down on you because you are young, but set an
example for the believers, in speech, in life, in love, in faith,
and in purity” -2 Timothy 4:12

Enhancement Of The Recruitment And Selection Practices For
EnglishTeachers At Pines International Academy, Inc.
/Jayca Yang Siddayao

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Document Outline

• Enhancement of theRecruitment and Selection Practices for English Teachers at PinesInternational Academy Inc
  • BIBLIOGRAHY
  • ABSTRACT
  • INTRODUCTION
  • REVIEW OF LITERATURE
  • METHODOLOGY
  • RESULTS AND DISCUSSION
  • SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
  • LITERATURE CITED
  • APPENDICES

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