Research shows that teacher quality is the most important school-related input correlated with student success. In religious private schools, teachers do not merely influence academic outcomes; they may also play a role in spiritual formation. Religious school administrators report that their faith informs their hiring decisions. However, little research has examined the ways that religious school administrators choose individuals to place in teaching positions. In this study, we use conjoint analysis to experimentally examine the hiring preferences of 170 Christian school administrators. We find that having modest (compared to below-average) academic achievement and qualifications or extensive (compared to limited) experience each increases a teacher candidate’s likelihood of being hired by 26 percentage points. Having strong (compared to modest) academics, being a graduate of a Christian (compared to secular) postsecondary institution, or being a graduate of the administrator’s K-12 school (compared to a different school) produces smaller effects.

研究表明，教师质量是与学生成功相关的最重要的学校相关投入。在宗教私立学校中，教师不仅影响学业成绩，而且影响学业成绩。它们也可能在精神形成中发挥作用。宗教学校管理人员报告说，他们的信仰影响着他们的招聘决定。然而，很少有研究探讨宗教学校管理者选择个人担任教学职位的方式。在这项研究中，我们使用联合分析来实验检验 170 名基督教学校管理人员的招聘偏好。我们发现，具有中等（与低于平均水平相比）的学术成就和资格或丰富（与有限）经验相比，教师候选人被聘用的可能性各增加 26 个百分点。拥有强大的（与普通的）学术水平、毕业于基督教（与世俗的）高等教育机构、或者是管理者的 K-12 学校的毕业生（与其他学校相比）产生的影响较小。