School Human Resources Difficulty in Recruiting Qualified Teachers for K-12
The k-12 system of education refers to the form of education that enhances the system of learning that usually includes the kindergarten alongside the years of primary and secondary education (Boswell, 2006). The structure of education usually involves a curriculum that enables the learning of various subjects. The children who are usually enrolled into this system are challenged by a dilemma into which the mastery of these core subjects is vital. Subject areas of high levels of importance include the science and mathematics subjects. This allows them to specialize into the various interests in the long run in order to provide a clear collaboration of the skills and knowledge levels that the students hold close. The educators attached to this movement of education usually are a critical item to choose. This is because the relevance of the content that they behold to the students has to be vetted to ensure that they instill the right information to the children.
Purpose of the enrolment process
Basically the aim of enrollment of the children towards the system of education is usually to promote the analytical and critical and creative thinking skills in preparation for the higher levels of education. Subsequently it is converse to realize that the educators of this sector face the human resource personnel with challenges of allocation. The k-12 educational level usually caters for children below nineteen years of age. The kindergarten level of education is the most basic of levels that indulge a child into the complexities of the various studies to be undertaken in the long run (Collins & Clark, 2003). One of the main challenges of recruitment of an educator who is versed in the mathematical and science subjects is that most of the teachers do not usually undergo a system of learning that enables them to exhibit the character traits required for early childhood education.
Incorporating abilities of teachers and the needs of the learners
The synchrony of the basic education for the teachers into the methods and the mannerisms of the children are one of the lacking aspects in the formal learning of the teachers. This translates into a void for the school human resource persons granting them, into a dilemma into the caliber of teachers to employ for this level. For instance, the art and the dynamics of the mathematics subjects revolve around the proper visualizations of arithmetic into the kindergarten children. This art is however, uncommon to most personnel in the nation (Douglass, 2011). Most of the educators tend to shy away from these subjects with an excuse that they pose a challenge to them in a bid to not being in a position to decipher their dynamics. Further some of the recruitment drives carried out by the k-12 educational level monitoring system usually excludes the initial scrutiny of the background of the educators. This in itself poses a challenge to the school human resource system occurring in a way that the numbers of teachers who successfully finish a recruitment drive is minimal. A k-12 training of the educators is in this case adopted by few people thus ending up in a deficit of the number of teachers available to attend to the children who stand at this level.
Foundational aspects of science subjects are also a challenge that is not a popular direction that is taken by the trainers thus avoidance of the educators creates the out source of other trainers who may not to deliver dynamism in science and mathematics subjects. During this basic and supremely fundamental level the system coins that the children at this level should receive an introduction into a system that enhances the learning of various languages.
The challenge in language barrier
Subsequently, the educators incorporated into this level ought to ensure that the learning of the various languages is conducted (Colbert, 2004). Commonly the educators enrolled with interest in this level of education are usually faced by the problem of the language barrier. Some of the attachments of the teachers in this sector are usually fared with backgrounds that cut across language divides. This in turn, restricts the teachers that the school human resource can employ at a given school.
For instance a school that has got children aged four to six years old usually poses a diffi8culty in the recruitment of such. This is due to the fact that a teacher who is not conversant with a certain language cannot be employed at a school that has got children who are inclined to a certain lingual. Another barrier to the bilingual educators refers to the colloquial interpretation of the languages to the children. The k-12 system involves the early and acutely sensitive ages of learning that translates through to the higher levels of learning (Etim, 2005). Proper foundations should therefore, be raised to ascertain the facts that children need top learn. The challenge of this tutoring of the languages relates to the interpretation and the pronunciation of certain terms. The background of the teachers usually is a barrier to recruitment.
Teachers with an influence of other languages as concerns colloquial expressions can be an influence to the quality of languages that children learn. For example if a child ought to learn Spanish, and consequently his or her educator is a Mexican inclined teacher, the student can be influenced into taking up the accent of the Mexican teacher thus collecting up the unintended dialect stipulated into the curriculum (Guillaume,2007). The human resource personnel thus are faced with the barrier of sifting the foundational inclinations of teachers before initializing them into the level of education.
Further the background of some of the teachers is a consequent barrier to their employment in certain areas, in the nation. These terms are usually politically inclined restricting certain backgrounds of persons from delivering their services in certain counties. For instance, a black teacher educating students in a white student’s background is a clear restriction of the human resources in choosing the teachers to tutor.
Needs of the students
Moreover, the level of the students that face this system of education usually follows that some of the children are compromised into various unique needs. Some of the children usually are physically, mentally or even emotionally exceptional maintenance. This in itself calls for a raveling of the human resource group to outsource for specialists who are well versed in handling these children. Consequently, very few of the educators are usually taken through the system of education thus posing a challenge into the number of personnel who are in readiness to train such group of students.
The number of teachers trained to cater for the distinctive needs children is usually dismal as compared to the teachers who are inclined to the normal system of learning. In most of the public schools that found within themselves the unique needs children, most teachers shy away from catering to them with the avoidance of the extra handling that they require for their success in learning. The tact with which the educators can handle the children is another factor that is pertinent to the selection of the teachers in readiness for the k-12 education (Feistritzer, 2000).
Normally, the educators go through a system that brings them at par with the current matrices in the learning system that enhances their skill and knowledge in handling various subjects. However, an educator who is exclusive of tact and skills with which to handle the students is deviant of the smooth running of the education level. Most of the teachers who apply into the tutoring of k-12 system usually cover along the proper knowledge of the teachers and exclude the skills that are vital in handling the students.
This is important since the typical k-12 classes are usually displayed with an array of students who are faced with various aspects of abilities and disabilities (Daley & Vasu, 2005). Getting an educator who is able to pay attention to all the students almost at an individual level of tutoring is a challenge that is developed across the nation.
Indiscipline as a hindrance
Concurrently a sequence has been formed into which some of the students especially those in high school level term unruly and cannot be contained. Besides, some of the teachers are faced with charges of abuse, neglect and molestation of the students usually at this level. Such is a challenge to the human resource personnel that create a void to them on the careful selection of the educators who create an environment suitable for learning without jeopardizing the rights of children. This cuts across the interaction of the foundational basis of the children thus building them into the creation of strong basis to pursue higher levels of learning. The human resource personnel therefore, have a criterion with which the sifting of these educators occurs with tact.
Conclusion
The challenges in the system call for proper understanding and efficient strategic implementation to cater for the requirements of the stakeholders in the system, notwithstanding the needs of the children. This understanding coupled with proper implementation of the appropriate remedies is fundamental in ensuring that the challenges are reduced for easier implementation of the purpose of education.
References
Boswell, W. (2006). Aligning employees with the organization’s strategic objectives: Out of ‘line of sight’, out of mind. International Journal of Human Resource Management, 17(9), 1489-1511.
Guillaume, M.A. (2007).K-12 classroom teaching: a primer for new professionals. Ontario: Prentice hall publishers.
Etim, S.J. (2005).Curriculum integration k-12: theory and practice.USA: university press of America.
Daley, D. M., & Vasu, M. L. (2005). Supervisory perceptions of the impact of public sector personnel practices on the achievement of multiple goals: Putting the strategic into human resource management. The American Review of Public Administration, 35, 157- 167.
Feistritzer, E. (2000). Alternative Teacher Certification: A State-by-State Analysis. Washington, DC: National Center for Education Information.
Collins, C. J., & Clark, K. D. (2003). Strategic human resource practices, top management team social networks, and firm performance: The role of human resource practices in creating organizational competitive advantage. Academy of Management Journal, 46(6), 740-751.
Colbert, B. A. (2004). The complex resource-based view: Implications for theory and practice in strategic human resource management. Academy of Management Review, 29(3), 341-358.
Douglass, J.A. (2011).Can we save the college dream? A journal of California, 1(2), 25-42.
