Right personnel can be described in several connotations. It, in the first place, means the right number: filling all the necessary positions in the school without keeping any vacancies. In the case of a school, finding the exact amount of staff, especially teachers, can be considered as getting the right personnel. In addition, in the context of knowledge, skills and practices, right personnel means people (teachers) with the expected and needed quality. This will be determined by several factors like the level of qualification, level of competencies, number of special awards, attitude about the job and years of experience. Thirdly, it can also be meant as the personnel acquired when the organization is most in need. In other words, a personnel selected and placed in the right time can be considered as a right personnel. For instance, a school’s need for teachers would increase as the time for the beginning of the academic year is getting short, and thus a teacher placed during this time or earlier will be personnel acquired in the right time: s/he can be considered as a right personnel.

 

However, most importantly right personnel cannot be defined by taking different contexts separately, but as an integrated element. Thus, right personnel are people with the right skills and knowledge acquired in the right time to suite the job: a person who has the best skills and knowledge cannot be considered as a right personnel for the organization, if such a personnel is not required to the organization. This contemporary organizational definition of right personnel takes human resource officers to a higher level of planning and makes the task more complex than earlier.

 

Similarly, in the context of educational organizations, getting right teachers is assumed to be even more complex than that of other organizations. As, in the field of education, teachers are the catalysts for the development of societies and what is done cannot be undone, no excuse can be accepted from any party. Thus, educational leaders have to take several steps in to consideration and extra care when supplying personnel, especially teachers, to educational institutes. However, this ideology of recruitment, selection, placement and induction is still a dream-come-true in most of the educational organizations.

 

Teachers, despite of their title or position, are the most important personnel in an educational institute. They are the people who can directly influence learners to achieve the expected objectives and improve the quality of learning-teaching. All the other people like principals, headmasters and supervisors can only be assisting the process of teaching, which is an indirect influence to learners. Thus, teachers need to be of the best quality: the knowledge level, skills and attitude of teachers must fit the task they are supposed to carry out.

 

A teacher who does not have the necessary knowledge and skills would not be able to help the learners, but would create several unnecessary problems in and out of the classroom. These problems include not meeting the content targets, disciplinary problems and other administrative problems. The most important role of a teacher is to facilitate, in contemporary terms, learners to acquire and understand the required level of concept in the content of the subject. If this role of a teacher is unfulfilled, frustration of the students will develop leading disciplinary issues further causing parents’ dissatisfaction and administrative dilemmas.

 

On the contrary, a teacher with the required knowledge and skills can boost the development of organization and especially learners. If learners feel that something is add into them and lessons are practically challenging, they would enthusiastically listen to the teacher(s).This would further build the confidence level of the learners, which would increase the satisfaction level of the management and parents.

 

Thus, it is highly evident that hiring “right teachers” is highly important for an educational organization. In other words, it is strongly believed that there is a strong relationship between the quality of teachers and the development of learners. In the case of an educational organization, the quality of teachers determines the rise and fall of it. If the majority of teacher population is good and highly qualified teachers, even the worst institute can turn out to be one of the best within the region, assuming that all the rest of the factors are well taken care of. However, with poor teachers the opposite will happen. Thus, hiring right-teachers is important for school development.