This study explores solutions for the problems of the current secondary English teacher selection test in Korea. The study was performed in the form of survey including a total of 557 participants, among whom were professors teaching at the departments of English education, students majoring English education, English teachers who had taken the selection test, test-takers of the test, and public officials in charge of English education in the offices of education. The questionnaire consisted of 29 questions which were designed to elicit the participants' perception or belief about the test itself, the relationships between the test and the curricula of the department, the test-making process, and the first stage of the selectional process. Analyzing the results of the survey, the present study proposes possible solutions for the problems regarding the question types of the test, the proportions of each field of the major, the curricula of the department of English in the college of education, and the test-developing and grading process.

The purpose of this study was to propose a practical way of teacher selection system to recruit a high quality teacher based on the current teacher recruitment system. To achieve the goal of this purpose, the employed method was the related literature review and data analysis. Through this process, the following conclusions were derived as such: To acquire a high quality teacher, the current teacher selection system should be restructured to the direction of enhancing the teacher professionality. In a quite strict sense, the current teacher selection and the recruitment process had nothing to do with the high quality teacher selection and recruitment resulted from a lack of evaluation system with reliability and validity. Even essay test and interview test did not guarantee the objectiveness and reliability because of no feedback from teacher training institutes. Therefore, it is proposed that various evaluation tool must be developed considering the dimension of cognitive, affective, and social characteristics of a teacher, not simple questions and stereotyped interview.