VALIDATING A GROUP INTERVIEW PROCEDURE FOR THE SELECTION OF TEACHER-EDUCATION CANDIDATES IN ISRAEL

The purpose of this study was the validation of a group interview as a technique for the selection of students into a teacher-training program in Israel. It was hypothesized that this procedure would significantly predict teacher-evaluation ratings and would be more effective than the existing tools. The group procedure was designed essentially as a semi-structured interview and included a leaderless group discussion and a feedback process. It was designed to assess certain aspects of intelligence, interpersonal interaction, intrapersonal attributes, and motivation. The study sample included 143 graduates of the Gordon Teacher-Training College in Israel in the years 1982 and 1983. Of these, 97 took part in the group interview at the time of admission and 46 applicants were interviewed individually. Single and multiple correlations were calculated among all independent variables (I.Q. Test, 16 PF, Bagrut, the individual interview, and the group interview) and the dependent variables (practice teaching evaluation; college G.P.A. and the evaluation of motivation, human interaction, and leadership skills). Also, a factor analysis of interview ratings was calculated to determine the underlying factors of the group interview. Finally, the inter-rater reliability was measured. The results indicated that the group interview was the best available predictor of success in teaching. It was capable of significantly predicting future success and discriminating significantly between the acceptable and the non-acceptable students. It was particularly effective in identifying the best candidates. The I.Q. test showed no significantly predictive ability, and the Bagrut contributed significantly only to the prediction of G.P.A. A combination of several scales of the 16 PF also significantly predicted future success. The best prediction was obtained from a combination of both the group interview and the 16 PF. In general, this study indicates that certain aspects of intelligence and interpersonal interaction are the central components of effective teaching. Both are evaluated more effectively through the group procedure than by traditional admission procedures. The implications of this study go beyond the selection of candidates to this particular program to the selection procedures of similar programs, as well as to the re-evaluation of teacher-training programs.