Marketing text: This book combines theory and research from educational and organizational psychology to provide guidance on improving the teacher selection process and, subsequently, educational outcomes for all students. The book identifies the characteristics of effective teachers, analyzes research on selection practices, and examines new approaches to teacher selection, recruitment, and development. The central premise of the book is that improving the effectiveness of teachers - and, thus, students' educational outcomes - can be achieved by making the recruitment and selection process more effective and more efficient. Accordingly, the book describes how to identify and select individuals for the teaching profession who display both strong cognitive attributes (e.g., subject knowledge) and essential non-cognitive attributes such as resilience, commitment to the profession, and motivation for teaching. Key topics Teacher selection practices from the viewpoint of organizational and educational psychology Teacher effectiveness and the role of individual attributes Situational judgment tests (SJTs) and multiple mini-interviews (MMIs) for teacher selection Implementation of teacher selection programs Teacher recruitment and development Given its scope, the book represents an essential reference guide for scholars, educational leaders and policymakers, and graduate students in educational leadership programs, as well as professionals in child and school psychology, educational psychology, teaching and teacher education.

This open access book brings together theoretical, empirical, methodological, and practical insights from various countries on effective teaching. It particularly focuses on discussing issues pertaining to effective teaching behaviour including definitions and conceptualizations, measurement, differences, and importance to student outcomes from international perspectives. The book will draw upon the rich cultures with diverse contexts involving Asia, Australia, Africa, America, and Europe which serve as the background setting to better understand teaching quality from a wide spectrum of educational systems and performances. It shows that effective teaching behaviour can be conceptualized and operationalized uniformly using specific frameworks and measures, but also addresses some limitations that should be tackled.The book discusses promising ways to measure and compare effective teaching behaviour from classical test theory (CTT) as well as item response theory (IRT) perspectives. It indicates that effective teaching behaviour in diverse countries follows a systematic level of complexity, which provides an avenue for ongoing teacher education and teacher professional development. It discusses the interrelated domains of effective teaching behaviour including contemporary trends of differentiation. The book continues with examining similarities and differences in effective teaching behaviour across countries. It builds on the understanding of cultural traditions across countries as profoundly reflected in the classroom processes.