An interview is one of the most widely used tools in the admission of candidates for an academic study, particularly in the applied professions. The purpose of this paper is to present a study that assesses the quality of a new interview tool for the selection of teacher-training candidates, in order to find out its added value over other selection tools in use and to justify the effort invested in it.
The study was longitudinal and was conducted over the course of a three-year period. The study population consisted of all the college’s undergraduate students that were candidates for the teaching profession. The information was processed quantitatively using descriptive as well as inferential statistics while addressing diverse comparisons.
The main findings indicate a high quality of the new tool. The usage of the tool improved the selection procedure of qualified candidates, especially borderline candidates who would be rejected if using only the matriculation and the psychometric admission tools. A logistic regression model revealed the admission new interview tool to be the sole statistically significant predictor of enrollment in the college. The study reported the interview score to be the sole statistically significant predictive factor in the model that forecasts student field-practice grades, particularly in their first year of study.
This information further corroborates that a good interview tool allows a more in-depth and well-based discussion about worthy candidates who do not meet the strict grade admission requirements. This invites discussion regarding the critical place of the interview in selection of candidates, especially in applied professions.