The purpose of this study was to investigate teacher selection practices in public high schools on Long Island, New York. More specifically, this study sought to identify criteria used to guide teacher selection, how the criteria are developed and used within the process, and the role of the principal in teacher selection. This research was conducted using semi-structured interviews with high school principals, a survey of the principals, and an analysis of documents received from principals on the teacher selection process within his/her district. Participant high schools were chosen for diversity in size, socio-economic status, ethnic composition, and the principal's willingness to be involved in the research. Principals were also selected based on sex, ethnicity, highest degree earned, and years as principal, with the aim of getting diversity among participants.

The main analysis of this research focused on the semi-structured interviews. The survey was developed using information from the Superintendent Survey of Hiring Practices created by Robert P. Strauss (Strauss, 1998) and Stronge and Hindman's (2006) Teacher Quality Index of effective teaching qualities. The analysis of the survey results was compared with the interview findings to explore the consistency of criteria implementation within the teacher selection process. School documents related to the teacher selection process for participant schools, including school and district policies and procedures governing the selection process, written criteria used in evaluating teacher candidates, and evaluative rubrics were also collected.

Findings indicated that principals utilized a number of different criteria to evaluate teacher candidates. Most of these criteria are those associated with effective teaching and teachers, but these criteria were developed informally, and there appears to be no evidence that criteria are written, shared or consistently used. Procedural guidelines were scarce, and there was no formal systematic method of evaluation. The study further determined that principals have a relatively limited role in teacher selection. Even though the selection process is largely decentralized with the majority of the search being conducted within the school, the role of the principal in teacher selection was limited to three primary roles; oversight, determining fit, and making recommendations.