BRIDGING THE GAP BETWEEN HIRING POLICIES AND CLASSROOM PRACTICES: A CRITICAL STUDY OF ENGLISH LANGUAGE TEACHER PROFILES IN PUBLIC AND PRIVATE SCHOOLS OF QASIMABAD, HYDERABAD

Abstract

This study critically examines the alignment between official and implicit hiring policies and the professional profiles of English language teachers (ELTs) employed in public and private schools in Qasimabad, Hyderabad, Pakistan. Employing a qualitative case study approach, the research investigates discrepancies between documented hiring criteria and actual recruitment practices, with a focus on teachers’ qualifications, pedagogical competencies, and classroom effectiveness. Data were triangulated using three sources: (1) job advertisement analyses to explore formal policy expectations; (2) semi-structured interviews with school administrators and teachers to capture implicit hiring rationales; and (3) classroom observations to evaluate instructional practices. Findings reveal that although formal hiring emphasizes qualifications and subject expertise, implicit hiring often prioritizes communicative fluency and general experience over pedagogical training. Moreover, observations expose significant pedagogical gaps among teachers, particularly in the areas of instructional design, classroom management, and learner engagement. A critical shortage of pre-service and in-service training, coupled with limited access to continuous professional development, further hinders teaching effectiveness. The study recommends a comprehensive reform of ELT recruitment and development policies, advocating for the integration of pedagogical training, standardized teacher assessments, and continuous professional development to ensure quality English language education in both public and private sectors.