Click, Rank, Hire: Gauging the Success of DepEd Bohol’s Recruitment and Selection System

Click, Rank, Hire: Gauging the Success of DepEd Bohol’s Recruitment and Selection System | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Click, Rank, Hire: Gauging the Success of DepEd Bohol’s Recruitment and Selection System Fernando Enad This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-7185058/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract This study assessed the effectiveness of the implemented recruitment and selection system in the Department of Education (DepEd) Bohol Division, as experienced by teacher-applicants during the 2024–2025 and 2025–2026 hiring cycles. Anchored on Strategic Human Resource Management, Organizational Justice Theory, and the Technology Acceptance Model, the research examined perceptions of efficiency, fairness, applicant portal usability, and overall satisfaction. Utilizing a descriptive-evaluative design, data were gathered from 902 valid responses through an online survey instrument, which underwent pilot testing and yielded a Cronbach’s alpha of 0.88. Descriptive statistics and inferential analyses, including z-tests and ANOVA, were used to analyze the data. Results showed that the system was perceived as highly effective across all dimensions, with no significant difference between the two recruitment cycles. However, significant variations emerged based on the number of application attempts and current employment status. While the findings affirm the system’s overall effectiveness, the study also acknowledges its limitation in sampling, as participation was voluntary and not randomized. Thus, while the results offer valuable insights, they should be interpreted with caution. The study concludes that the system demonstrates consistent and equitable implementation, yet highlights the need for continued responsiveness, especially to repeat applicants and underrepresented voices. Educational Philosophy and Theory recruitment selection public schools DepEd Bohol effectiveness teacher-applicants fairness portal usability INTRODUCTION Across the world, education systems are recognizing that the strength of any school begins with the people it hires. More than ever, the process of recruiting and selecting teachers has come under scrutiny, not just for its outcomes but for the experience it creates for applicants and hiring bodies alike. Countries are adopting data-driven tools, digitized platforms, and structured evaluation frameworks to improve how educators are selected, moving away from bureaucratic delays and opaque scoring systems toward speed, transparency, and meritocracy (Ghodosara, 2023 ; Harver, 2020 ). These changes signal a deeper shift in public sector governance: one that values not just getting people into classrooms quickly, but doing so in a way that builds trust in the system and confidence in its fairness. Yet despite these progressive reforms, the path toward truly effective recruitment remains uneven. In many contexts, especially where digital infrastructure and capacity-building lag, reforms either stall in implementation or fail to deliver their intended impact. Research points to frequent problems: users struggling with poorly designed portals, evaluation criteria that lack clarity, and systems that widen disparities rather than resolve them (Sharna, 2023 ; Anderson, 2021 ). Even in technologically advanced settings, hiring processes often remain susceptible to hidden biases and inconsistent execution. As governments automate and standardize more of their operations, they face a critical challenge: ensuring that technology enhances, rather than undermines, the principles of equity, efficiency, and user-centered governance. The Philippine Department of Education, the country’s largest employer, is no stranger to these challenges. While national policies such as DepEd Order No. 66, s. 2007 set clear expectations for recruitment and selection, implementation at the division level often reflects a different reality. In DepEd Bohol, past recruitment cycles were marked by procedural inconsistencies, delayed appointments, and a lack of transparency that left many teacher-applicants uncertain and dissatisfied. In response to these longstanding concerns, Enad and Pabalan ( 2023 ) conducted a study that culminated in an action plan designed to overhaul the division’s recruitment and selection process. The plan outlined a series of improvements: streamlining documentation flows, enhancing transparency in scoring, integrating an applicant portal, and standardizing communication with stakeholders. These interventions were rolled out in the 2024 and 2025 recruitment periods with the aim of transforming how the division attracts, evaluates, and appoints its teaching workforce. While the reforms introduced by Enad and Pabalan were grounded in empirical findings and practical realities, their impact remains largely undocumented. No systematic study has yet examined how these changes have affected the experience of applicants, nor whether the new process is seen as more efficient, fair, or satisfying than the one it replaced. Most literature on public school recruitment in the Philippines stops at problem identification or solution design, leaving a critical gap in post-implementation evaluation. Without feedback from those who interact with the system directly, such as the teacher-applicants, it becomes impossible to say whether the reforms are achieving their intended goals or simply adding a new layer of complexity. This study takes up that challenge. It seeks to assess the effectiveness of the recruitment and selection process in DepEd Bohol as implemented under the action plan of Enad and Pabalan ( 2023 ). By examining four key dimensions: efficiency of the process, fairness of implementation, functionality of the applicant portal, and user satisfaction, this research generates insight into what works, what still needs adjustment, and what lessons can be drawn for future policy directions. Beyond documenting experiences, the study aims to contribute to the ongoing professionalization of public school hiring in the Philippines. Its findings may guide other DepEd divisions seeking to reform their own systems and offer valuable evidence for national policymakers aiming to strengthen merit-based, transparent, and responsive recruitment practices in education. Research Questions The main purpose of the study was to assess the effectiveness of the implemented recruitment and selection system in the public schools of the DepEd Bohol Division, as utilized during the School Years 2024–2025 and 2025–2026 cycles. Specifically, the study was aimed at answering the following questions: What is the profile of the teacher-applicants in terms of: 1.1. gender; 1.2. age; 1.3. highest educational attainment; 1.4. number of application attempts; and 1.5. current employment status? What is the teacher-applicants’ assessment of the recruitment and selection process in terms of: 2.1. efficiency; 2.2. fairness; 2.3. applicant portal usability; and 2.4. satisfaction? Is there a significant difference in the teacher-applicants’ assessment when responses are grouped into: 3.1. cycle and 3.2. demographic profile? LITERATURE REVIEW Understanding the effectiveness of a recruitment and selection system in a public education context requires grounding in relevant theoretical lenses that explain not just institutional behavior, but also user perceptions and technological engagement. This study is anchored on three key theories: Strategic Human Resource Management (SHRM) Theory, Organizational Justice Theory, and the Technology Acceptance Model (TAM). These frameworks collectively illuminate how recruitment processes function, how fairness is perceived, and how digital systems are accepted or rejected by users. Strategic Human Resource Management Theory, as articulated by Wright and McMahan ( 1992 ), emphasizes that human capital must be aligned with the strategic objectives of an institution for it to thrive. In the case of DepEd Bohol, the recruitment and selection system is not only a procedural mechanism but a strategic intervention aimed at ensuring that the most competent teachers are deployed efficiently and promptly. This theory speaks directly to how teacher-applicants and HR personnel assess the system’s efficiency, whether the process is organized, timely, and responsive to staffing needs. It also provides a lens for understanding implementation challenges. From the SHRM perspective, delays, administrative redundancies, or coordination gaps are not merely logistical issues but reflections of how well or poorly aligned the recruitment strategy is with institutional goals. Closely related to effectiveness is the question of fairness. Organizational Justice Theory, proposed by Greenberg ( 1987 ), explains how perceptions of fairness in organizational processes affect attitudes and behaviors. This theory is particularly relevant in a public sector context where transparency and impartiality are critical. It covers three key areas: distributive justice (fairness in outcomes), procedural justice (fairness in the process), and interactional justice (fairness in treatment and communication). These components provide a framework for evaluating how teacher-applicants perceive the fairness of the implemented recruitment process, whether criteria are applied consistently, whether the scoring system is understandable, and whether applicants feel respected and informed throughout the process. Furthermore, Organizational Justice Theory ties directly to user satisfaction. Applicants who perceive a process as fair, even if they are not selected, are more likely to express satisfaction and trust in the system. Thus, fairness and satisfaction are not isolated elements but interdependent outcomes shaped by institutional design and stakeholder engagement. In today’s digital age, recruitment systems are increasingly mediated by technology, making user experience with digital platforms a crucial component of effectiveness. The Technology Acceptance Model (TAM), developed by Davis ( 1989 ), helps explain how users come to accept and use new technologies. According to TAM, perceived usefulness and perceived ease of use are the two primary factors that determine whether users will embrace a technology. In the case of DepEd Bohol, the applicant portal serves as the central access point for submitting applications, receiving updates, and viewing results. The theory becomes especially relevant in assessing whether the portal facilitates or hinders participation. If teacher-applicants find the system intuitive and helpful in navigating the process, TAM would predict higher engagement and positive perceptions. Conversely, if the portal is confusing or unreliable, it may negatively impact users’ overall evaluation of the system, regardless of how well the offline procedures are designed. Taken together, these three theories provide a comprehensive and interconnected framework for examining the recruitment and selection process implemented in DepEd Bohol. SHRM highlights the need for internal alignment and process efficiency; Organizational Justice draws attention to transparency, consistency, and respectful communication; while TAM underscores the critical role of digital usability and user experience. These theoretical perspectives guide the interpretation of each research question, ensuring that the evaluation is not only data-driven but also conceptually grounded in established scholarly thought. The theoretical grounding of this study is complemented by a strong legal framework that governs recruitment and selection in the Philippine public education system. These legal provisions do not merely serve as procedural guidelines; they carry with them implications for fairness, accountability, and institutional compliance. At the core of these policies is the mandate to uphold meritocracy, transparency, and equal opportunity, principles that directly align with the criteria being evaluated in this study. One of the most significant legal instruments shaping recruitment in public schools is DepEd Order No. 007, s. 2023, which revises earlier guidelines and establishes a competency-based, merit-oriented system for hiring teaching personnel. It mandates that selection be based on clearly defined criteria, structured ranking procedures, and transparent scoring mechanisms. This order is not just administrative in nature, it has legal implications that protect applicants’ rights to equal treatment and fair opportunity. The order explicitly discourages favoritism, political interference, and vague evaluation methods. It also emphasizes the need for timeliness in filling vacancies, which connects directly to the study’s focus on assessing the efficiency of the implemented process. Similarly, DepEd Order No. 020, s. 2024 provides updated guidelines on the recruitment and selection of higher-level teaching and non-teaching positions. It reinforces procedural safeguards, particularly those that ensure transparency and accountability. The order requires schools division offices to publish clear timetables, post results promptly, and maintain documentation for audit and grievance purposes. These requirements elevate transparency from a best practice to a legal expectation, making it essential for any recruitment system, especially one facilitated by digital tools, to comply with these standards. Furthermore, the 1987 Philippine Constitution, specifically Article IX-B, Section 3, mandates that public sector appointments and promotions be made “according to merit and fitness.” This constitutional clause serves as the highest legal backing for recruitment policies within DepEd and ensures that any deviation from merit-based practices may be subject to legal challenge. In connection with this, the Civil Service Commission (CSC), through its PRIME-HRM (Program to Institutionalize Meritocracy and Excellence in Human Resource Management), sets performance benchmarks for government agencies in recruitment, placement, and HR development. PRIME-HRM certification requires that agencies not only establish processes but also assess and refine them, a requirement that echoes the purpose of this present study. The legal implications of these policies are profound. Failure to adhere to recruitment standards may result not only in administrative inefficiencies but also in complaints, audit findings, and potential legal sanctions. Conversely, a system that demonstrates compliance by being efficient, fair, transparent, and accessible can enhance the credibility of the institution and build public trust. Therefore, this study is not only evaluative in nature; it also plays a part in ensuring that DepEd Bohol’s recruitment and selection practices are aligned with both legal mandates and the ethical imperatives of public service. Building on the theoretical and legal foundations of recruitment and selection in public education, a growing body of research provides empirical insights into the effectiveness of such systems. The following thematized review draws from local and international studies to examine key dimensions aligned with the specific research questions of this study: namely, the profile of applicants, the perceived efficiency and fairness of the process, the functionality of the applicant portal, overall user satisfaction, implementation challenges, and stakeholder recommendations for improvement. Recent studies affirm the importance of understanding the demographic profiles of teacher-applicants as a foundation for effective and inclusive recruitment systems. Profiling variables such as age, gender, educational attainment, and application frequency offers insight into patterns of access, persistence, and potential barriers within the hiring pipeline. In a 2024 study conducted in Albay, Libradilla examined public school teacher demographics to support strategic staffing decisions and promote work-life balance through more responsive HR policies. Similarly, Toropova et al. ( 2021 ) noted the continued feminization of the Philippine teaching force, where over 80% of teachers are female, raising important considerations about gendered experiences in public hiring. Limbona’s ( 2025 ) study in the Jolo District further highlighted how repeated application attempts were often the result of procedural inefficiencies rather than applicant inadequacy. These findings collectively emphasize that demographic profiling is not merely descriptive; it is diagnostic and instrumental in ensuring recruitment equity. Efficiency remains a core dimension in evaluating recruitment systems, particularly in public education where delays can disrupt school operations and learning continuity. A scoping review by Alvarez-Sández et al. ( 2023 ) concluded that clearly defined workflows and metrics significantly enhance administrative performance in educational institutions. Supporting this, Kola and Oyadiran ( 2023 ) found that applicants equate efficiency with simplified steps, faster decision timelines, and timely feedback, all of which influence perceptions of legitimacy and professionalism in the hiring process. In the Philippine setting, Gepte and Dulay ( 2024 ) reported that unresolved recruitment bottlenecks in teacher deployment led to understaffed classrooms at the start of the school year, negatively affecting instruction delivery. These studies reinforce the urgency of assessing whether DepEd Bohol’s implemented system has succeeded in minimizing procedural delays and aligning with institutional service standards. Equally important is the issue of fairness, which continues to receive attention in education recruitment research. Ho et al. ( 2024 ) found that procedural, distributive, and interpersonal justice strongly predict teacher engagement and institutional trust. In a related context, He et al. ( 2025 ) observed that digital recruitment systems lacking transparent scoring mechanisms tend to discourage applicants, particularly when feedback is limited or inaccessible. While efforts to digitize recruitment are often framed as fairness-enhancing, these studies caution that without clarity, consistency, and accountability, systems may reproduce the same biases they aim to eliminate. In settings like DepEd Bohol, where paper-based processes have been replaced with digital ones, evaluating fairness must go beyond policy; it must reflect the lived experiences of applicants navigating the new system. Satisfaction, on the other hand, with the recruitment process has emerged as a key metric of institutional effectiveness and stakeholder confidence. Gallup’s ( 2024 ) global workplace study reported that positive applicant experiences during recruitment lead to stronger perceptions of fairness and increased likelihood of future engagement, regardless of hiring outcomes. In education-focused settings, satisfaction is closely tied to the clarity of procedures, respectfulness of communication, and availability of timely updates. This is echoed in the work of Cohen-Charash and Spector ( 2021 ), who showed that satisfaction acts as both an indicator of recruitment success and a predictor of institutional loyalty. By capturing the satisfaction levels of teacher-applicants and HR personnel, this study provides a more holistic view of whether the implemented system in DepEd Bohol meets the expectations of those it was designed to serve. As digital portals increasingly mediate recruitment, their usability becomes central to user experience and overall process credibility. A 2023 usability assessment of Zayed University’s academic portal revealed that intuitive design, seamless navigation, and reliable load times significantly enhance user satisfaction and task success rates. In the higher education context, such enhancements directly correlate with increased engagement and reduced application abandonment. These findings underscore a universal principle: whether for student admission or teacher selection, an applicant portal must be user-centric and accessible. As such, this study will critically assess DepEd Bohol’s recruitment portal to determine if it supports clear navigation, real-time updates, and reliable communication, or if it introduces barriers that compromise user trust and system transparency. In light of the theoretical underpinnings, legal mandates, and empirical evidence presented, it becomes clear that evaluating the recruitment and selection system in DepEd Bohol requires a multifaceted approach, one that accounts for both structural soundness and human experience. The convergence of Strategic Human Resource Management Theory, Organizational Justice Theory, and the Technology Acceptance Model allows this study to explore how institutional alignment, perceptions of fairness, and digital accessibility collectively shape the effectiveness of the hiring process. Reinforced by national policies and constitutional imperatives on merit-based and transparent recruitment, the legal framework gives further weight to the system’s obligation to function efficiently, fairly, and accountably. Moreover, recent studies provide relevant insights into the lived experiences of applicants and HR personnel, illuminating critical patterns in profile equity, procedural efficiency, fairness, satisfaction, and portal usability. Together, these layers form the foundation for a well-informed evaluation of whether the implemented system in DepEd Bohol has achieved its intended goals. As public education continues to evolve, so too must the mechanisms by which it selects its people, those at the frontlines of delivering quality education. This study positions itself as both a reflection on progress and a guide for continued refinement. RESEARCH METHODOLOGY This study employed a descriptive-evaluative research design to assess the effectiveness of the implemented recruitment and selection system in the public schools of the Department of Education (DepEd) Bohol Division during the 2024–2025 and 2025–2026 hiring cycles. The design was chosen to systematically gather and analyze the perceptions of teacher-applicants regarding the system’s efficiency, fairness, applicant portal functionality, and overall satisfaction. Participants The primary respondents of the study were teacher-applicants who participated in the recruitment and selection process for School Years 2024–2025 and 2025–2026. A total of 902 valid responses were analyzed, with 509 responses from the 2024 cycle and 393 responses from the 2025 cycle. An invitation to participate in the study was sent to all applicants through official communication channels used during the hiring process. The survey was administered online using a structured questionnaire developed specifically for the study. To ensure the validity of the responses, a screening protocol was applied during data cleaning. Survey entries that showed “Strongly Disagree” responses across all evaluated dimensions, without any supporting comments, suggestions, or engagement in the open-ended sections, were excluded from the final pool. This exclusion criterion was implemented to remove clearly insincere or non-informative responses that could skew the analysis and affect the reliability of the findings. Instruments of the Study The survey instrument was divided into five parts: (1) demographic profile of the respondents; (2) assessment of process efficiency; (3) assessment of process fairness; (4) assessment of the applicant portal; and (5) satisfaction and suggestions. Likert-scale items were used for quantitative measures, while open-ended questions were included to collect qualitative insights and recommendations. Prior to full deployment, the instrument was subjected to pilot testing with a group of teacher-applicants outside the main sample to ensure clarity, consistency, and internal reliability. The resulting Cronbach’s alpha coefficient was 0.88, indicating a high level of reliability across the Likert-scale items. Procedure The data gathering process for this study began with formally securing permission from the Office of the Schools Division Superintendent of DepEd Bohol. A letter of request outlining the objectives and scope of the research was submitted, which was subsequently approved, granting the researcher authority to conduct the study among teacher-applicants who participated in the recruitment and selection processes for School Years 2024–2025 and 2025–2026. Following the approval, an invitation to participate in the study was posted as an official announcement through DepEd Bohol’s designated communication channels. The announcement included the purpose of the research, a statement of confidentiality, and a link to the online survey form. Participation was voluntary, and all prospective respondents were informed that their responses would be used solely for research purposes, with strict confidentiality and anonymity upheld throughout the process. The online survey remained open across two complete recruitment cycles to ensure inclusive participation. During this period, teacher-applicants who had undergone the selection process were encouraged to provide feedback on various aspects of the system. Data Analysis This study employed a combination of quantitative analytical methods to assess the effectiveness of the recruitment and selection system implemented in DepEd Bohol during the 2024 and 2025 hiring cycles. Quantitative data were collected through Likert-scale items that measured four key areas: process efficiency, perceived fairness, applicant portal usability, and overall satisfaction. These items were analyzed using descriptive statistics, including frequency counts, percentages, means, and standard deviations, to provide a general summary of responses and highlight trends in how the system was perceived by teacher-applicants. To compare perceptions between the two recruitment cycles, a z-test for the difference between two means was applied to the responses from the 2024 and 2025 groups. This test determined whether significant differences existed in the applicants’ assessments across time, thereby providing insight into whether improvements or regressions occurred after the system’s initial implementation. In analyzing demographic-related differences in perceptions, such as by age, gender, educational attainment, or number of application attempts, the researcher used one-way Analysis of Variance (ANOVA) to determine if statistically significant differences existed among the groups’ mean ratings across the identified dimensions. Together, these analytic approaches ensured that the study’s findings were both statistically sound and grounded in the actual experiences and insights of the teacher-applicants who participated in DepEd Bohol’s reformed recruitment and selection system. Ethical Considerations This study adhered to established ethical standards in the conduct of educational research, with particular attention to informed consent, voluntary participation, confidentiality, and data integrity. Before any data were collected, the researcher sought and secured formal approval from the Office of the Schools Division Superintendent of DepEd Bohol. This approval signified institutional consent and granted permission to conduct the study among teacher-applicants who participated in the 2024 and 2025 recruitment and selection cycles. Participation in the study was entirely voluntary. An official announcement, which included the survey link, clearly outlined the purpose of the study and emphasized that no identifying information would be collected or disclosed. Respondents were assured that their participation would not affect their standing or application results in any way. By choosing to proceed with the survey, respondents indicated their informed consent. Confidentiality was maintained throughout the study. The survey was conducted using a secure online platform, with all responses anonymized at the point of collection. Only the researcher had access to the raw data, which were stored in password-protected files and used solely for academic analysis. No individual-level data were shared with DepEd or any third party, and findings were reported in aggregate form. The researcher followed all guidelines in conducting responsible research and ensured that the dignity, rights, and welfare of all participants were respected at every stage. Should future inquiries arise from the study, respondents’ privacy will continue to be upheld in accordance with ethical and institutional standards. RESULTS This section presents the findings of the study based on the data gathered from teacher-applicants who participated in the recruitment and selection process of DepEd Bohol during School Years 2024–2025 and 2025–2026. A total of 902 valid responses were analyzed following the application of data screening procedures. The results are organized according to the specific research questions, beginning with the demographic profile of respondents and followed by their assessments of the system’s efficiency, fairness, applicant portal functionality, and overall satisfaction. The demographic profile of the 902 respondents is summarized in Table 1 . In terms of gender, the majority of respondents were female, comprising 84.92% (n = 766) of the total. Male respondents accounted for 13.97% (n = 126), while 1.11% (n = 10) chose not to disclose their gender. Table 1 Profile of the Respondents Variable Group Frequency Percentage Gender Female 766 84.92% Male 126 13.97% Prefer not to say 10 1.11% Total 902 100.00% Age 25–34 619 68.63% 35–44 125 13.86% 45–54 12 1.33% 55 and above 1 0.11% Total 902 100.00% Highest Educational Attainment Bachelor's Degree 807 89.47% Doctorate Degree 1 0.11% Master's Degree 94 10.42% Total 902 100.00% Number of Application Attempts 2–3 times 247 27.38% 4–5 times 114 12.64% First time 395 43.79% More than 5 times 146 16.19% Total 902 100.00% Current Employment Status Employed in DepEd Bohol 100 11.09% Employed in Others 421 46.67% Self-Employed 47 5.21% Unemployed 334 37.03% Total 902 100.00% Moreover, Table 2 presents the respondents’ overall assessment of the effectiveness of the recruitment and selection system implemented by DepEd Bohol, as measured across four key indicators: efficiency, fairness, applicant portal usability, and satisfaction. Based on the mean scores, all four dimensions were rated as “Highly effective” by the respondents. Table 2 Effectiveness of the Recruitment and Selection System # Indicators SD Mean Descriptor 1 Efficiency 8.00 4.32 Highly effective 2 Fairness 8.49 4.23 Highly effective 3 Applicant Portal Usability 8.77 4.24 Highly effective 4 Satisfaction 8.47 4.30 Highly effective Overall Mean 8.43 4.27 Highly effective Table 3 shows the comparison between the two recruitment cycles, 2024–2025 and 2025–2026, in terms of the overall effectiveness of the recruitment and selection system as perceived by the teacher-applicants. The mean rating for the 2024–2025 cycle was 4.24, while the 2025–2026 cycle showed a slightly higher mean of 4.31. Table 3 Difference in the Effectiveness of the Recruitment and Selection System in Terms of Cycle Group Mean p-Value Interpretation Decision 2024–2025 Cycle 4.24 0.14 Not significant Do not reject H 0 2025–2026 Cycle 4.31 Table 4 presents the statistical comparison of the respondents’ assessment of the effectiveness of the recruitment and selection system based on various demographic characteristics, namely gender, age, highest educational attainment, number of application attempts, and current employment status. Table 4 Difference in the Effectiveness of the Recruitment and Selection System in Terms of Demographic Profile Variable Group Mean p-Value Interpretation Decision Gender Female 4.26 0.15 Not significant Failed to reject H 0 Male 4.39 Prefer not to say 4.05 Age 25–34 4.25 0.17 Not significant Failed to reject H 0 35–44 4.35 45–54 3.80 55 and above 4.00 Highest Educational Attainment Bachelor's Degree 4.27 0.71 Not significant Failed to reject H 0 Doctorate Degree 4.25 Master's Degree 4.00 Number of Application Attempts 2–3 times 4.25 0.001 Significant Reject H 0 4–5 times 4.20 First time 4.38 More than 5 times 4.09 Current Employment Status Employed in DepEd Bohol 4.44 0.012 Significant Reject H 0 Employed in Others 4.21 Self-Employed 4.50 Unemployed 4.27 DISCUSSION Demographic Profile of Respondents Table 1 presents the demographic profile of the 902 teacher-applicants who participated in the study. The majority of respondents were female (84.92%), and most belonged to the 25–34 age group (68.63%), indicating a predominantly young and female applicant population. In terms of educational attainment, 89.47% held a bachelor's degree, while a smaller portion had completed a master's (10.42%) or doctoral degree (0.11%). Nearly half of the respondents (43.79%) were first-time applicants, while others had applied multiple times, with 27.38% applying 2–3 times and 16.19% more than five times. Regarding current employment status, a significant portion were either unemployed (37.03%) or employed in institutions other than DepEd Bohol (46.67%), while a smaller group were employed in DepEd Bohol itself (11.09%) or self-employed (5.21%). The demographic distribution suggests that the applicant pool is composed primarily of early-career professionals seeking entry into the public education system. The high number of first-time applicants reflects the continuing interest in joining the teaching workforce, while the notable proportion of repeat applicants implies that many face ongoing barriers to successful placement. Additionally, the dominance of bachelor’s degree holders aligns with qualification requirements for entry-level teaching positions, while the relatively low percentage of advanced degree holders may reflect limited access to graduate education or a lack of requirement for higher academic credentials at the time of application. These findings are consistent with recent studies reviewed in the literature. Libradilla ( 2024 ) emphasized the importance of understanding teacher demographics in shaping responsive HR strategies, particularly with regard to age and educational attainment. Similarly, Toropova et al. ( 2021 ) noted the gender imbalance in the Philippine teaching force, which this study confirms, as over 84% of respondents identified as female. The pattern of repeated applications observed in this study also echoes the findings of Limbona ( 2025 ), who associated such trends with procedural inefficiencies and structural barriers within the recruitment system. Overall, the demographic profile not only provides context for interpreting the applicants' perceptions of the system but also highlights potential equity considerations and institutional areas that may require policy adjustments or targeted support. Effectiveness of the Recruitment and Selection System Table 2 summarizes the respondents’ assessment of the effectiveness of the recruitment and selection system implemented in DepEd Bohol, evaluated across four key indicators: efficiency, fairness, applicant portal usability, and overall satisfaction. All four indicators were rated as “Highly effective,” with mean scores ranging from 4.23 to 4.32. The overall mean was 4.27, also corresponding to a “Highly effective” descriptor, indicating a consistently positive perception of the system among teacher-applicants. The first indicator, efficiency, received the highest mean score of 4.32, suggesting that respondents found the recruitment process to be well-organized, timely, and manageable. This finding implies that the improvements introduced through the action plan addressed prior concerns related to long waiting periods and unclear procedural steps. It supports the idea that DepEd Bohol was able to enhance its administrative handling of applications, consistent with the findings of Alvarez-Sández et al. ( 2023 ), who emphasized the importance of streamlined workflows in improving recruitment outcomes. Similarly, Kola and Oyadiran ( 2023 ) found that applicants perceive processes as efficient when redundancies are minimized and communication is clear, conditions that likely contributed to the high ratings in this study. The second indicator, fairness, had a mean score of 4.23, reflecting positive perceptions of transparency, consistency, and impartiality in the evaluation process. This score suggests that the system’s scoring rubrics, ranking procedures, and communication protocols may have succeeded in reinforcing a sense of equity among applicants. This aligns with Ho et al. ( 2024 ), who noted that procedural and distributive justice are strong predictors of applicant trust and engagement. Additionally, He et al. ( 2025 ) emphasized that digital systems can enhance fairness when designed with clear criteria and accessible feedback, elements likely present in DepEd Bohol’s improved process. The third indicator, applicant portal usability, was also rated highly with a mean score of 4.24. This suggests that respondents found the online platform user-friendly and functional, likely aiding in application submission, status tracking, and communication. These findings mirror those of the 2023 study on digital portals in higher education, which found that features such as intuitive layout, real-time updates, and access to instructions significantly improve user satisfaction. In the context of DepEd Bohol, the positive rating indicates that the applicant portal did not create additional barriers and likely contributed to a smoother application experience. The fourth indicator, satisfaction, received a mean of 4.30, indicating that applicants were generally pleased with the overall system. This dimension reflects the cumulative impact of the process on the user experience, integrating elements of efficiency, fairness, and usability. The high satisfaction score is consistent with Gallup’s ( 2024 ) global findings, which indicated that positive candidate experiences, especially in transparent and well-managed systems, lead to stronger institutional trust and applicant engagement. Similarly, Cohen-Charash and Spector ( 2021 ) emphasized that satisfaction is a critical outcome of well-implemented recruitment practices and often reflects the overall health of institutional hiring systems. Taken together, the overall mean of 4.27 suggests that the recruitment and selection system implemented in DepEd Bohol was highly effective from the perspective of teacher-applicants. This score indicates that the reforms not only addressed previous inefficiencies and fairness concerns but also provided a user-friendly and satisfying experience for stakeholders. It reflects the successful operationalization of the action plan developed in response to earlier process weaknesses, as discussed in the original research by Enad and Pabalan. These findings reinforce the empirical insights found in both local and international literature. The high effectiveness ratings across all dimensions align with the theoretical foundations of Strategic Human Resource Management, which emphasize the importance of aligning HR processes with institutional goals. Moreover, the consistent results across fairness and satisfaction resonate with Organizational Justice Theory, while the positive portal usability outcomes are consistent with the Technology Acceptance Model. Overall, Table 2 confirms that the implemented system is functioning as intended and provides a model for other divisions seeking to reform their own recruitment processes. Difference in the Effectiveness of the Recruitment and Selection System in Terms of Cycle Table 3 presents the comparison of the perceived effectiveness of the recruitment and selection system between two distinct implementation cycles: 2024–2025 and 2025–2026. The results show that respondents from the 2024–2025 cycle gave a mean rating of 4.24, while those from the 2025–2026 cycle rated it slightly higher at 4.31. A z-test was conducted to determine whether the difference in means was statistically significant. The computed p-value was 0.14, which is greater than the 0.05 significance level, leading to the interpretation that the difference is not statistically significant. Hence, the null hypothesis (H₀) is not rejected. These results imply that there was no meaningful change in applicants’ perceptions of the system’s effectiveness across the two cycles. While the slight increase in the mean suggests a possible improvement in user experience or implementation consistency, it was not large enough to be considered statistically significant. This suggests that the system’s performance has remained stable, and that the reforms introduced by DepEd Bohol have been implemented consistently across multiple cycles, contributing to sustained positive evaluations by applicants. This finding aligns with Alvarez-Sández et al. ( 2023 ), who emphasized that well-structured recruitment systems, especially those guided by clear procedures and accountability mechanisms, are more likely to maintain consistent performance across multiple implementation periods. Furthermore, it supports the idea from Kola and Oyadiran ( 2023 ) that perceived efficiency and fairness are stable when institutional processes are clearly defined and regularly evaluated. The consistency in ratings across cycles may also reflect the influence of DepEd Orders No. 007, s. 2023 and No. 020, s. 2024, which emphasized procedural safeguards and timeliness, promoting standardized implementation across divisions and periods. Overall, the results suggest that DepEd Bohol’s recruitment and selection system has been able to deliver a steady level of effectiveness across consecutive school years. While there may be room for continuous refinement, the absence of significant variation over time can be seen as an indicator of a system that is not only effective but also reliably implemented. Difference in the Effectiveness of the Recruitment and Selection System in Terms of Demographic Profile Table 4 presents the comparison of respondents’ perceived effectiveness of the recruitment and selection system based on various demographic variables: gender, age, highest educational attainment, number of application attempts, and current employment status. For each variable, the differences in mean scores were analyzed using either z-tests or ANOVA, with corresponding p-values used to determine statistical significance at the 0.05 level. In terms of gender, female respondents gave a mean rating of 4.26, while male respondents rated the system slightly higher at 4.39. Respondents who preferred not to disclose their gender had the lowest mean at 4.05. Despite these variations, the resulting p-value of 0.15 indicates that the difference is not statistically significant. This suggests that gender did not significantly influence perceptions of system effectiveness, affirming that the recruitment process was experienced similarly across gender identities. This finding supports Ho et al. ( 2024 ), who observed that when procedural justice is upheld, gender-based variations in perception tend to diminish. For age, the 35–44 age group had the highest mean (4.35), followed by those aged 25–34 (4.25). Respondents aged 45–54 and 55 and above gave lower ratings at 3.80 and 4.00, respectively. Despite the apparent differences in means, the p-value of 0.17 indicates no significant difference. This implies that respondents from various age groups generally shared the same level of satisfaction and perception of fairness and usability. These findings resonate with the results of Libradilla ( 2024 ), who noted that age tends to influence expectations more than actual experiences when transparent processes are in place. With regard to highest educational attainment, respondents with bachelor’s and doctorate degrees gave nearly identical ratings (4.27 and 4.25, respectively), while those with master’s degrees rated the system slightly lower at 4.00. The p-value of 0.71 shows that these differences were not statistically significant. This suggests that the recruitment system was viewed similarly regardless of educational level, a positive indication that the system accommodates applicants fairly across academic qualifications. This observation is in line with the emphasis on meritocracy in DepEd Order No. 007, s. 2023, and is also reflected in the findings of Cohen-Charash and Spector ( 2021 ), who noted that fairness perceptions are maintained when evaluation criteria are applied consistently regardless of academic background. A significant result emerged when comparing respondents based on the number of application attempts. First-time applicants had the highest mean rating (4.38), followed by those with 2–3 attempts (4.25), 4–5 attempts (4.20), and more than five attempts (4.09). The p-value of 0.001 indicates a statistically significant difference, suggesting that those who had undergone the application process multiple times were slightly less satisfied with or confident in the system’s effectiveness. This may reflect accumulated experiences of procedural delays, perceived inconsistencies, or frustration due to repeated non-selection. These results align with the findings of Limbona ( 2025 ), who documented that repeated applicants in the Jolo District often encountered procedural bottlenecks, contributing to declining trust in the recruitment system over time. Another statistically significant result was found in relation to current employment status, with a p-value of 0.012. Self-employed respondents rated the system highest (4.50), followed by those employed in DepEd Bohol (4.44), unemployed applicants (4.27), and those employed in other institutions (4.21). This variation suggests that employment context may influence how applicants interpret system fairness and responsiveness. For instance, currently employed individuals, especially those already within DepEd, may find the process more familiar and manageable. In contrast, those employed elsewhere may face challenges aligning their schedules or expectations with DepEd protocols. These findings echo the observations of Toropova et al. ( 2021 ), who emphasized how contextual work factors shape the perception of public recruitment systems. Overall, while most demographic variables showed no statistically significant influence on respondents’ perceptions, application frequency and employment status emerged as meaningful differentiators. These insights highlight the importance of continuously reviewing the applicant experience, particularly for those who reapply or come from outside institutional settings. Doing so ensures that the system remains inclusive, equitable, and responsive to the diverse profiles of aspiring public school teachers. CONCLUSION The implementation of a recruitment and selection system is ultimately a reflection of how an institution translates policy into experience, how it balances fairness with efficiency, and structure with human need. In the case of DepEd Bohol, the system has demonstrated qualities that inspire trust: consistency, usability, and perceived fairness. These are not just metrics of effectiveness, but indicators of institutional maturity. However, this conclusion must be taken with caution. The study did not employ a structured sampling technique; participation was voluntary and based on self-selection. This means the voices captured in the data represent those who were willing and able to respond, not necessarily the entire applicant population. As such, while the results offer strong insights into how the system is experienced by many, they may not fully reflect the range of perceptions across all applicants, particularly those who may have disengaged or been marginalized by the process. Still, the patterns that emerged point to a system that is working, not perfectly, but purposefully. It is clear that applicants are not only navigating the process, but in many cases, appreciating it. The challenge now is to listen more closely to those who remain unheard, to refine what works, and to keep the human dimension of recruitment at the center of every improvement moving forward. References Alvarez-Sández L, González-González CS, Toledo P (2023) Streamlining administrative processes in educational institutions: A scoping review. Educational Manage Adm Leadersh 51(1):45–60 Anderson R (2021) Designing equitable digital systems in public education. Int J Educational Technol 38(4):412–427 Civil Service Commission (n.d.). Program to Institutionalize Meritocracy and Excellence in Human Resource Management (PRIME-HRM) . https://www.csc.gov.ph/programs/pr/hrm Cohen-Charash Y, Spector PE (2021) The role of fairness and satisfaction in recruitment success: A meta-analysis. Hum Resource Manage Rev 31(2):100749 Davis FD (1989) Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Q 13(3):319–340 Department of Education (2023) DepEd Order No. 007, s. 2023: Guidelines on the recruitment and selection of teachers in public elementary and secondary schools . https://www.deped.gov.ph Department of Education (2024) DepEd Order No. 020, s. 2024: Updated guidelines on recruitment and promotion in DepEd offices . https://www.deped.gov.ph Enad F, Pabalan R (2023) Employment management in the public schools: A proposed recruitment, selection, and placement system . Graduate Research Colloquium Proceedings Gallup (2024) Global workplace study: Applicant experiences and engagement. Gallup Research Gepte M, Dulay R (2024) Addressing deployment delays in Philippine public schools: A review of recruitment practices. Philippine J Public Adm 68(1):89–103 Ghodosara K (2023) E-recruitment in government: Toward smarter hiring practices. Government IT Rev 17(2):112–126 Greenberg J (1987) A taxonomy of organizational justice theories. Acad Manage Rev 12(1):9–22 Harver (2020) The state of digital hiring: 2020 benchmark report . https://harver.com He J, Zhang L, Lee M (2025) Transparency and bias in digital hiring systems: Lessons from education recruitment. Asia-Pacific J Hum Resour 63(2):134–151 Ho CH, Villanueva MA, Reyes GP (2024) Justice perceptions in teacher recruitment: Procedural, distributive, and interpersonal dynamics. Philippine J Educational Meas 39(1):21–40 Kola I, Oyadiran P (2023) Efficiency in teacher recruitment: A comparative analysis of West African systems. J Public Sect Hum Resource Manage 5(3):98–114 Libradilla M (2024) Aligning teacher demographics with human resource policies: A case in Albay. J Philippine Educ Policy Pract 12(1):56–70 Limbona AR (2025) Procedural bottlenecks and repeat applications: A study of teacher recruitment in Jolo. Mindanao Educational Res J 9(2):24–36 Philippine Constitution (1987) The 1987 Constitution of the Republic of the Philippines – Article IX-B, Section 3 . https://www.officialgazette.gov.ph/constitutions/1987-constitution Sharna T (2023) Recruitment systems and digital equity in public education. Global Educ Syst Rev 45(2):145–160 Toropova A, Myrberg E, Johansson S (2021) Teachers’ job satisfaction: The importance of school working conditions and teacher characteristics. Educational Rev 73(1):71–97 Wright PM, McMahan GC (1992) Theoretical perspectives for strategic human resource management. J Manag 18(2):295–320 Zayed University (2023) Usability assessment of academic recruitment portals. ZU Office of Institutional Research Additional Declarations The authors declare no competing interests. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-7185058","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":489063214,"identity":"7043fdd0-4aff-4105-a5c4-ac55080bbdef","order_by":0,"name":"Fernando Enad","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAAvklEQVRIiWNgGAWjYFACxgdAglkOxDzwgDgtzAYgwhisJYEULYkNIDZRWnRnH2Z8XFBjnT4/7PBDoC12croNBLSYnUtmNp5xLD134+00A6CWZGOzA4S0nOE/Js3Ddjh34+wEkJYDidsIa2Fm/83z73C64ez0D0RrYWPmbTucIC+dQ7wtzNK8femGG6RzCg4kGBDlF2bGzzzfrOXlZ6dv/vChwk6OoBY4MACrNCBWOQjIN5CiehSMglEwCkYUAAB9gkKX1rfGXQAAAABJRU5ErkJggg==","orcid":"https://orcid.org/0009-0000-9837-0293","institution":"Department of Education (Philippines)","correspondingAuthor":true,"prefix":"","firstName":"Fernando","middleName":"","lastName":"Enad","suffix":""}],"badges":[],"createdAt":"2025-07-22 09:13:47","currentVersionCode":1,"declarations":{"humanSubjects":true,"vertebrateSubjects":false,"conflictsOfInterestStatement":false,"humanSubjectEthicalGuidelines":true,"humanSubjectConsent":true,"humanSubjectClinicalTrial":false,"humanSubjectCaseReport":false,"vertebrateSubjectEthicalGuidelines":false},"doi":"10.21203/rs.3.rs-7185058/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-7185058/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":87363548,"identity":"c8c3bf26-7741-45aa-9a1f-a5282995c8b0","added_by":"auto","created_at":"2025-07-23 06:08:12","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":703971,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-7185058/v1/d6f865c9-6ba5-4af6-94ee-60b575e78923.pdf"}],"financialInterests":"The authors declare no competing interests.","formattedTitle":"\u003cp\u003e\u003cstrong\u003eClick, Rank, Hire: Gauging the Success of DepEd Bohol’s Recruitment and Selection System\u003c/strong\u003e\u003c/p\u003e","fulltext":[{"header":"INTRODUCTION","content":"\u003cp\u003eAcross the world, education systems are recognizing that the strength of any school begins with the people it hires. More than ever, the process of recruiting and selecting teachers has come under scrutiny, not just for its outcomes but for the experience it creates for applicants and hiring bodies alike. Countries are adopting data-driven tools, digitized platforms, and structured evaluation frameworks to improve how educators are selected, moving away from bureaucratic delays and opaque scoring systems toward speed, transparency, and meritocracy (Ghodosara, \u003cspan class=\"CitationRef\"\u003e2023\u003c/span\u003e; Harver, \u003cspan class=\"CitationRef\"\u003e2020\u003c/span\u003e). These changes signal a deeper shift in public sector governance: one that values not just getting people into classrooms quickly, but doing so in a way that builds trust in the system and confidence in its fairness.\u003c/p\u003e\n\u003cp\u003eYet despite these progressive reforms, the path toward truly effective recruitment remains uneven. In many contexts, especially where digital infrastructure and capacity-building lag, reforms either stall in implementation or fail to deliver their intended impact. Research points to frequent problems: users struggling with poorly designed portals, evaluation criteria that lack clarity, and systems that widen disparities rather than resolve them (Sharna, \u003cspan class=\"CitationRef\"\u003e2023\u003c/span\u003e; Anderson, \u003cspan class=\"CitationRef\"\u003e2021\u003c/span\u003e). Even in technologically advanced settings, hiring processes often remain susceptible to hidden biases and inconsistent execution. As governments automate and standardize more of their operations, they face a critical challenge: ensuring that technology enhances, rather than undermines, the principles of equity, efficiency, and user-centered governance.\u003c/p\u003e\n\u003cp\u003eThe Philippine Department of Education, the country\u0026rsquo;s largest employer, is no stranger to these challenges. While national policies such as DepEd Order No. 66, s. 2007 set clear expectations for recruitment and selection, implementation at the division level often reflects a different reality. In DepEd Bohol, past recruitment cycles were marked by procedural inconsistencies, delayed appointments, and a lack of transparency that left many teacher-applicants uncertain and dissatisfied. In response to these longstanding concerns, Enad and Pabalan (\u003cspan class=\"CitationRef\"\u003e2023\u003c/span\u003e) conducted a study that culminated in an action plan designed to overhaul the division\u0026rsquo;s recruitment and selection process. The plan outlined a series of improvements: streamlining documentation flows, enhancing transparency in scoring, integrating an applicant portal, and standardizing communication with stakeholders. These interventions were rolled out in the 2024 and 2025 recruitment periods with the aim of transforming how the division attracts, evaluates, and appoints its teaching workforce.\u003c/p\u003e\n\u003cp\u003eWhile the reforms introduced by Enad and Pabalan were grounded in empirical findings and practical realities, their impact remains largely undocumented. No systematic study has yet examined how these changes have affected the experience of applicants, nor whether the new process is seen as more efficient, fair, or satisfying than the one it replaced. Most literature on public school recruitment in the Philippines stops at problem identification or solution design, leaving a critical gap in post-implementation evaluation. Without feedback from those who interact with the system directly, such as the teacher-applicants, it becomes impossible to say whether the reforms are achieving their intended goals or simply adding a new layer of complexity.\u003c/p\u003e\n\u003cp\u003eThis study takes up that challenge. It seeks to assess the effectiveness of the recruitment and selection process in DepEd Bohol as implemented under the action plan of Enad and Pabalan (\u003cspan class=\"CitationRef\"\u003e2023\u003c/span\u003e). By examining four key dimensions: efficiency of the process, fairness of implementation, functionality of the applicant portal, and user satisfaction, this research generates insight into what works, what still needs adjustment, and what lessons can be drawn for future policy directions. Beyond documenting experiences, the study aims to contribute to the ongoing professionalization of public school hiring in the Philippines. Its findings may guide other DepEd divisions seeking to reform their own systems and offer valuable evidence for national policymakers aiming to strengthen merit-based, transparent, and responsive recruitment practices in education.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eResearch Questions\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe main purpose of the study was to assess the effectiveness of the implemented recruitment and selection system in the public schools of the DepEd Bohol Division, as utilized during the School Years 2024\u0026ndash;2025 and 2025\u0026ndash;2026 cycles.\u003c/p\u003e\n\u003cp\u003eSpecifically, the study was aimed at answering the following questions:\u003c/p\u003e\n\u003col\u003e\n\u003cli\u003eWhat is the profile of the teacher-applicants in terms of:\u003c/li\u003e\n\u003c/ol\u003e\n\u003cp\u003e1.1. gender;\u003c/p\u003e\n\u003cp\u003e1.2. age;\u003c/p\u003e\n\u003cp\u003e1.3. highest educational attainment;\u003c/p\u003e\n\u003cp\u003e1.4. number of application attempts; and\u003c/p\u003e\n\u003cp\u003e1.5. current employment status?\u003c/p\u003e\n\u003col start=\"2\"\u003e\n\u003cli\u003eWhat is the teacher-applicants\u0026rsquo; assessment of the recruitment and selection process in terms of:\u003c/li\u003e\n\u003c/ol\u003e\n\u003cp\u003e2.1. efficiency;\u003c/p\u003e\n\u003cp\u003e2.2. fairness;\u003c/p\u003e\n\u003cp\u003e2.3. applicant portal usability; and\u003c/p\u003e\n\u003cp\u003e2.4. satisfaction?\u003c/p\u003e\n\u003col start=\"3\"\u003e\n\u003cli\u003eIs there a significant difference in the teacher-applicants\u0026rsquo; assessment when responses are grouped into:\u003c/li\u003e\n\u003c/ol\u003e\n\u003cp\u003e3.1. cycle and\u003c/p\u003e\n\u003cp\u003e3.2. demographic profile?\u003c/p\u003e"},{"header":"LITERATURE REVIEW","content":"\u003cp\u003eUnderstanding the effectiveness of a recruitment and selection system in a public education context requires grounding in relevant theoretical lenses that explain not just institutional behavior, but also user perceptions and technological engagement. This study is anchored on three key theories: Strategic Human Resource Management (SHRM) Theory, Organizational Justice Theory, and the Technology Acceptance Model (TAM). These frameworks collectively illuminate how recruitment processes function, how fairness is perceived, and how digital systems are accepted or rejected by users.\u003c/p\u003e\u003cp\u003eStrategic Human Resource Management Theory, as articulated by Wright and McMahan (\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e1992\u003c/span\u003e), emphasizes that human capital must be aligned with the strategic objectives of an institution for it to thrive. In the case of DepEd Bohol, the recruitment and selection system is not only a procedural mechanism but a strategic intervention aimed at ensuring that the most competent teachers are deployed efficiently and promptly. This theory speaks directly to how teacher-applicants and HR personnel assess the system\u0026rsquo;s efficiency, whether the process is organized, timely, and responsive to staffing needs. It also provides a lens for understanding implementation challenges. From the SHRM perspective, delays, administrative redundancies, or coordination gaps are not merely logistical issues but reflections of how well or poorly aligned the recruitment strategy is with institutional goals.\u003c/p\u003e\u003cp\u003eClosely related to effectiveness is the question of fairness. Organizational Justice Theory, proposed by Greenberg (\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e1987\u003c/span\u003e), explains how perceptions of fairness in organizational processes affect attitudes and behaviors. This theory is particularly relevant in a public sector context where transparency and impartiality are critical. It covers three key areas: distributive justice (fairness in outcomes), procedural justice (fairness in the process), and interactional justice (fairness in treatment and communication). These components provide a framework for evaluating how teacher-applicants perceive the fairness of the implemented recruitment process, whether criteria are applied consistently, whether the scoring system is understandable, and whether applicants feel respected and informed throughout the process. Furthermore, Organizational Justice Theory ties directly to user satisfaction. Applicants who perceive a process as fair, even if they are not selected, are more likely to express satisfaction and trust in the system. Thus, fairness and satisfaction are not isolated elements but interdependent outcomes shaped by institutional design and stakeholder engagement.\u003c/p\u003e\u003cp\u003eIn today\u0026rsquo;s digital age, recruitment systems are increasingly mediated by technology, making user experience with digital platforms a crucial component of effectiveness. The Technology Acceptance Model (TAM), developed by Davis (\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e1989\u003c/span\u003e), helps explain how users come to accept and use new technologies. According to TAM, perceived usefulness and perceived ease of use are the two primary factors that determine whether users will embrace a technology. In the case of DepEd Bohol, the applicant portal serves as the central access point for submitting applications, receiving updates, and viewing results. The theory becomes especially relevant in assessing whether the portal facilitates or hinders participation. If teacher-applicants find the system intuitive and helpful in navigating the process, TAM would predict higher engagement and positive perceptions. Conversely, if the portal is confusing or unreliable, it may negatively impact users\u0026rsquo; overall evaluation of the system, regardless of how well the offline procedures are designed.\u003c/p\u003e\u003cp\u003eTaken together, these three theories provide a comprehensive and interconnected framework for examining the recruitment and selection process implemented in DepEd Bohol. SHRM highlights the need for internal alignment and process efficiency; Organizational Justice draws attention to transparency, consistency, and respectful communication; while TAM underscores the critical role of digital usability and user experience. These theoretical perspectives guide the interpretation of each research question, ensuring that the evaluation is not only data-driven but also conceptually grounded in established scholarly thought.\u003c/p\u003e\u003cp\u003eThe theoretical grounding of this study is complemented by a strong legal framework that governs recruitment and selection in the Philippine public education system. These legal provisions do not merely serve as procedural guidelines; they carry with them implications for fairness, accountability, and institutional compliance. At the core of these policies is the mandate to uphold meritocracy, transparency, and equal opportunity, principles that directly align with the criteria being evaluated in this study.\u003c/p\u003e\u003cp\u003eOne of the most significant legal instruments shaping recruitment in public schools is DepEd Order No. 007, s. 2023, which revises earlier guidelines and establishes a competency-based, merit-oriented system for hiring teaching personnel. It mandates that selection be based on clearly defined criteria, structured ranking procedures, and transparent scoring mechanisms. This order is not just administrative in nature, it has legal implications that protect applicants\u0026rsquo; rights to equal treatment and fair opportunity. The order explicitly discourages favoritism, political interference, and vague evaluation methods. It also emphasizes the need for timeliness in filling vacancies, which connects directly to the study\u0026rsquo;s focus on assessing the efficiency of the implemented process.\u003c/p\u003e\u003cp\u003eSimilarly, DepEd Order No. 020, s. 2024 provides updated guidelines on the recruitment and selection of higher-level teaching and non-teaching positions. It reinforces procedural safeguards, particularly those that ensure transparency and accountability. The order requires schools division offices to publish clear timetables, post results promptly, and maintain documentation for audit and grievance purposes. These requirements elevate transparency from a best practice to a legal expectation, making it essential for any recruitment system, especially one facilitated by digital tools, to comply with these standards.\u003c/p\u003e\u003cp\u003eFurthermore, the 1987 Philippine Constitution, specifically Article IX-B, Section 3, mandates that public sector appointments and promotions be made \u0026ldquo;according to merit and fitness.\u0026rdquo; This constitutional clause serves as the highest legal backing for recruitment policies within DepEd and ensures that any deviation from merit-based practices may be subject to legal challenge. In connection with this, the Civil Service Commission (CSC), through its PRIME-HRM (Program to Institutionalize Meritocracy and Excellence in Human Resource Management), sets performance benchmarks for government agencies in recruitment, placement, and HR development. PRIME-HRM certification requires that agencies not only establish processes but also assess and refine them, a requirement that echoes the purpose of this present study.\u003c/p\u003e\u003cp\u003eThe legal implications of these policies are profound. Failure to adhere to recruitment standards may result not only in administrative inefficiencies but also in complaints, audit findings, and potential legal sanctions. Conversely, a system that demonstrates compliance by being efficient, fair, transparent, and accessible can enhance the credibility of the institution and build public trust. Therefore, this study is not only evaluative in nature; it also plays a part in ensuring that DepEd Bohol\u0026rsquo;s recruitment and selection practices are aligned with both legal mandates and the ethical imperatives of public service.\u003c/p\u003e\u003cp\u003eBuilding on the theoretical and legal foundations of recruitment and selection in public education, a growing body of research provides empirical insights into the effectiveness of such systems. The following thematized review draws from local and international studies to examine key dimensions aligned with the specific research questions of this study: namely, the profile of applicants, the perceived efficiency and fairness of the process, the functionality of the applicant portal, overall user satisfaction, implementation challenges, and stakeholder recommendations for improvement.\u003c/p\u003e\u003cp\u003eRecent studies affirm the importance of understanding the demographic profiles of teacher-applicants as a foundation for effective and inclusive recruitment systems. Profiling variables such as age, gender, educational attainment, and application frequency offers insight into patterns of access, persistence, and potential barriers within the hiring pipeline. In a 2024 study conducted in Albay, Libradilla examined public school teacher demographics to support strategic staffing decisions and promote work-life balance through more responsive HR policies. Similarly, Toropova et al. (\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) noted the continued feminization of the Philippine teaching force, where over 80% of teachers are female, raising important considerations about gendered experiences in public hiring. Limbona\u0026rsquo;s (\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2025\u003c/span\u003e) study in the Jolo District further highlighted how repeated application attempts were often the result of procedural inefficiencies rather than applicant inadequacy. These findings collectively emphasize that demographic profiling is not merely descriptive; it is diagnostic and instrumental in ensuring recruitment equity.\u003c/p\u003e\u003cp\u003eEfficiency remains a core dimension in evaluating recruitment systems, particularly in public education where delays can disrupt school operations and learning continuity. A scoping review by Alvarez-S\u0026aacute;ndez et al. (\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) concluded that clearly defined workflows and metrics significantly enhance administrative performance in educational institutions. Supporting this, Kola and Oyadiran (\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) found that applicants equate efficiency with simplified steps, faster decision timelines, and timely feedback, all of which influence perceptions of legitimacy and professionalism in the hiring process. In the Philippine setting, Gepte and Dulay (\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2024\u003c/span\u003e) reported that unresolved recruitment bottlenecks in teacher deployment led to understaffed classrooms at the start of the school year, negatively affecting instruction delivery. These studies reinforce the urgency of assessing whether DepEd Bohol\u0026rsquo;s implemented system has succeeded in minimizing procedural delays and aligning with institutional service standards.\u003c/p\u003e\u003cp\u003eEqually important is the issue of fairness, which continues to receive attention in education recruitment research. Ho et al. (\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2024\u003c/span\u003e) found that procedural, distributive, and interpersonal justice strongly predict teacher engagement and institutional trust. In a related context, He et al. (\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2025\u003c/span\u003e) observed that digital recruitment systems lacking transparent scoring mechanisms tend to discourage applicants, particularly when feedback is limited or inaccessible. While efforts to digitize recruitment are often framed as fairness-enhancing, these studies caution that without clarity, consistency, and accountability, systems may reproduce the same biases they aim to eliminate. In settings like DepEd Bohol, where paper-based processes have been replaced with digital ones, evaluating fairness must go beyond policy; it must reflect the lived experiences of applicants navigating the new system.\u003c/p\u003e\u003cp\u003eSatisfaction, on the other hand, with the recruitment process has emerged as a key metric of institutional effectiveness and stakeholder confidence. Gallup\u0026rsquo;s (\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2024\u003c/span\u003e) global workplace study reported that positive applicant experiences during recruitment lead to stronger perceptions of fairness and increased likelihood of future engagement, regardless of hiring outcomes. In education-focused settings, satisfaction is closely tied to the clarity of procedures, respectfulness of communication, and availability of timely updates. This is echoed in the work of Cohen-Charash and Spector (\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2021\u003c/span\u003e), who showed that satisfaction acts as both an indicator of recruitment success and a predictor of institutional loyalty. By capturing the satisfaction levels of teacher-applicants and HR personnel, this study provides a more holistic view of whether the implemented system in DepEd Bohol meets the expectations of those it was designed to serve.\u003c/p\u003e\u003cp\u003eAs digital portals increasingly mediate recruitment, their usability becomes central to user experience and overall process credibility. A 2023 usability assessment of Zayed University\u0026rsquo;s academic portal revealed that intuitive design, seamless navigation, and reliable load times significantly enhance user satisfaction and task success rates. In the higher education context, such enhancements directly correlate with increased engagement and reduced application abandonment. These findings underscore a universal principle: whether for student admission or teacher selection, an applicant portal must be user-centric and accessible. As such, this study will critically assess DepEd Bohol\u0026rsquo;s recruitment portal to determine if it supports clear navigation, real-time updates, and reliable communication, or if it introduces barriers that compromise user trust and system transparency.\u003c/p\u003e\u003cp\u003eIn light of the theoretical underpinnings, legal mandates, and empirical evidence presented, it becomes clear that evaluating the recruitment and selection system in DepEd Bohol requires a multifaceted approach, one that accounts for both structural soundness and human experience. The convergence of Strategic Human Resource Management Theory, Organizational Justice Theory, and the Technology Acceptance Model allows this study to explore how institutional alignment, perceptions of fairness, and digital accessibility collectively shape the effectiveness of the hiring process. Reinforced by national policies and constitutional imperatives on merit-based and transparent recruitment, the legal framework gives further weight to the system\u0026rsquo;s obligation to function efficiently, fairly, and accountably. Moreover, recent studies provide relevant insights into the lived experiences of applicants and HR personnel, illuminating critical patterns in profile equity, procedural efficiency, fairness, satisfaction, and portal usability. Together, these layers form the foundation for a well-informed evaluation of whether the implemented system in DepEd Bohol has achieved its intended goals. As public education continues to evolve, so too must the mechanisms by which it selects its people, those at the frontlines of delivering quality education. This study positions itself as both a reflection on progress and a guide for continued refinement.\u003c/p\u003e"},{"header":"RESEARCH METHODOLOGY","content":"\u003cp\u003eThis study employed a descriptive-evaluative research design to assess the effectiveness of the implemented recruitment and selection system in the public schools of the Department of Education (DepEd) Bohol Division during the 2024\u0026ndash;2025 and 2025\u0026ndash;2026 hiring cycles. The design was chosen to systematically gather and analyze the perceptions of teacher-applicants regarding the system\u0026rsquo;s efficiency, fairness, applicant portal functionality, and overall satisfaction.\u003c/p\u003e\u003cp\u003e\u003cb\u003eParticipants\u003c/b\u003e\u003c/p\u003e\u003cp\u003eThe primary respondents of the study were teacher-applicants who participated in the recruitment and selection process for School Years 2024\u0026ndash;2025 and 2025\u0026ndash;2026. A total of 902 valid responses were analyzed, with 509 responses from the 2024 cycle and 393 responses from the 2025 cycle. An invitation to participate in the study was sent to all applicants through official communication channels used during the hiring process. The survey was administered online using a structured questionnaire developed specifically for the study.\u003c/p\u003e\u003cp\u003eTo ensure the validity of the responses, a screening protocol was applied during data cleaning. Survey entries that showed \u0026ldquo;Strongly Disagree\u0026rdquo; responses across all evaluated dimensions, without any supporting comments, suggestions, or engagement in the open-ended sections, were excluded from the final pool. This exclusion criterion was implemented to remove clearly insincere or non-informative responses that could skew the analysis and affect the reliability of the findings.\u003c/p\u003e\u003cp\u003e\u003cb\u003eInstruments of the Study\u003c/b\u003e\u003c/p\u003e\u003cp\u003eThe survey instrument was divided into five parts: (1) demographic profile of the respondents; (2) assessment of process efficiency; (3) assessment of process fairness; (4) assessment of the applicant portal; and (5) satisfaction and suggestions. Likert-scale items were used for quantitative measures, while open-ended questions were included to collect qualitative insights and recommendations. Prior to full deployment, the instrument was subjected to pilot testing with a group of teacher-applicants outside the main sample to ensure clarity, consistency, and internal reliability. The resulting Cronbach\u0026rsquo;s alpha coefficient was 0.88, indicating a high level of reliability across the Likert-scale items.\u003c/p\u003e\u003cp\u003e\u003cb\u003eProcedure\u003c/b\u003e\u003c/p\u003e\u003cp\u003eThe data gathering process for this study began with formally securing permission from the Office of the Schools Division Superintendent of DepEd Bohol. A letter of request outlining the objectives and scope of the research was submitted, which was subsequently approved, granting the researcher authority to conduct the study among teacher-applicants who participated in the recruitment and selection processes for School Years 2024\u0026ndash;2025 and 2025\u0026ndash;2026.\u003c/p\u003e\u003cp\u003eFollowing the approval, an invitation to participate in the study was posted as an official announcement through DepEd Bohol\u0026rsquo;s designated communication channels. The announcement included the purpose of the research, a statement of confidentiality, and a link to the online survey form. Participation was voluntary, and all prospective respondents were informed that their responses would be used solely for research purposes, with strict confidentiality and anonymity upheld throughout the process.\u003c/p\u003e\u003cp\u003eThe online survey remained open across two complete recruitment cycles to ensure inclusive participation. During this period, teacher-applicants who had undergone the selection process were encouraged to provide feedback on various aspects of the system.\u003c/p\u003e\u003cdiv id=\"Sec2\" class=\"Section2\"\u003e\u003ch2\u003eData Analysis\u003c/h2\u003e\u003cp\u003eThis study employed a combination of quantitative analytical methods to assess the effectiveness of the recruitment and selection system implemented in DepEd Bohol during the 2024 and 2025 hiring cycles. Quantitative data were collected through Likert-scale items that measured four key areas: process efficiency, perceived fairness, applicant portal usability, and overall satisfaction. These items were analyzed using descriptive statistics, including frequency counts, percentages, means, and standard deviations, to provide a general summary of responses and highlight trends in how the system was perceived by teacher-applicants.\u003c/p\u003e\u003cp\u003eTo compare perceptions between the two recruitment cycles, a z-test for the difference between two means was applied to the responses from the 2024 and 2025 groups. This test determined whether significant differences existed in the applicants\u0026rsquo; assessments across time, thereby providing insight into whether improvements or regressions occurred after the system\u0026rsquo;s initial implementation.\u003c/p\u003e\u003cp\u003eIn analyzing demographic-related differences in perceptions, such as by age, gender, educational attainment, or number of application attempts, the researcher used one-way Analysis of Variance (ANOVA) to determine if statistically significant differences existed among the groups\u0026rsquo; mean ratings across the identified dimensions.\u003c/p\u003e\u003cp\u003eTogether, these analytic approaches ensured that the study\u0026rsquo;s findings were both statistically sound and grounded in the actual experiences and insights of the teacher-applicants who participated in DepEd Bohol\u0026rsquo;s reformed recruitment and selection system.\u003c/p\u003e\u003cp\u003e\u003cb\u003eEthical Considerations\u003c/b\u003e\u003c/p\u003e\u003cp\u003e This study adhered to established ethical standards in the conduct of educational research, with particular attention to informed consent, voluntary participation, confidentiality, and data integrity. Before any data were collected, the researcher sought and secured formal approval from the Office of the Schools Division Superintendent of DepEd Bohol. This approval signified institutional consent and granted permission to conduct the study among teacher-applicants who participated in the 2024 and 2025 recruitment and selection cycles.\u003c/p\u003e\u003cp\u003eParticipation in the study was entirely voluntary. An official announcement, which included the survey link, clearly outlined the purpose of the study and emphasized that no identifying information would be collected or disclosed. Respondents were assured that their participation would not affect their standing or application results in any way. By choosing to proceed with the survey, respondents indicated their informed consent.\u003c/p\u003e\u003cp\u003eConfidentiality was maintained throughout the study. The survey was conducted using a secure online platform, with all responses anonymized at the point of collection. Only the researcher had access to the raw data, which were stored in password-protected files and used solely for academic analysis. No individual-level data were shared with DepEd or any third party, and findings were reported in aggregate form.\u003c/p\u003e\u003cp\u003e The researcher followed all guidelines in conducting responsible research and ensured that the dignity, rights, and welfare of all participants were respected at every stage. Should future inquiries arise from the study, respondents\u0026rsquo; privacy will continue to be upheld in accordance with ethical and institutional standards.\u003c/p\u003e\u003c/div\u003e"},{"header":"RESULTS","content":"\u003cp\u003eThis section presents the findings of the study based on the data gathered from teacher-applicants who participated in the recruitment and selection process of DepEd Bohol during School Years 2024\u0026ndash;2025 and 2025\u0026ndash;2026. A total of 902 valid responses were analyzed following the application of data screening procedures. The results are organized according to the specific research questions, beginning with the demographic profile of respondents and followed by their assessments of the system\u0026rsquo;s efficiency, fairness, applicant portal functionality, and overall satisfaction.\u003c/p\u003e\u003cp\u003eThe demographic profile of the 902 respondents is summarized in Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e. In terms of gender, the majority of respondents were female, comprising 84.92% (n\u0026thinsp;=\u0026thinsp;766) of the total. Male respondents accounted for 13.97% (n\u0026thinsp;=\u0026thinsp;126), while 1.11% (n\u0026thinsp;=\u0026thinsp;10) chose not to disclose their gender.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003e\u003cem\u003eProfile of the Respondents\u003c/em\u003e\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"4\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eVariable\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eGroup\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eFrequency\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003ePercentage\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"3\" rowspan=\"4\"\u003e\u003cp\u003eGender\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eFemale\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e766\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e84.92%\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eMale\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e126\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e13.97%\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePrefer not to say\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e10\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e1.11%\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003eTotal\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e\u003cb\u003e902\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e\u003cb\u003e100.00%\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"4\" rowspan=\"5\"\u003e\u003cp\u003eAge\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e25\u0026ndash;34\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e619\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e68.63%\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e35\u0026ndash;44\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e125\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e13.86%\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e45\u0026ndash;54\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e12\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e1.33%\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e55 and above\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.11%\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003eTotal\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e\u003cb\u003e902\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e\u003cb\u003e100.00%\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"3\" rowspan=\"4\"\u003e\u003cp\u003eHighest Educational Attainment\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eBachelor's Degree\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e807\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e89.47%\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eDoctorate Degree\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.11%\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eMaster's Degree\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e94\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e10.42%\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003eTotal\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e\u003cb\u003e902\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e\u003cb\u003e100.00%\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"4\" rowspan=\"5\"\u003e\u003cp\u003eNumber of Application Attempts\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e2\u0026ndash;3 times\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e247\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e27.38%\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e4\u0026ndash;5 times\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e114\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e12.64%\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eFirst time\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e395\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e43.79%\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eMore than 5 times\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e146\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e16.19%\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003eTotal\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e\u003cb\u003e902\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e\u003cb\u003e100.00%\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"4\" rowspan=\"5\"\u003e\u003cp\u003eCurrent Employment Status\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eEmployed in DepEd Bohol\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e100\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e11.09%\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eEmployed in Others\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e421\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e46.67%\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eSelf-Employed\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e47\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e5.21%\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eUnemployed\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e334\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e37.03%\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003eTotal\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e\u003cb\u003e902\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e\u003cb\u003e100.00%\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eMoreover, Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e presents the respondents\u0026rsquo; overall assessment of the effectiveness of the recruitment and selection system implemented by DepEd Bohol, as measured across four key indicators: efficiency, fairness, applicant portal usability, and satisfaction. Based on the mean scores, all four dimensions were rated as \u0026ldquo;Highly effective\u0026rdquo; by the respondents.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003e\u003cem\u003eEffectiveness of the Recruitment and Selection System\u003c/em\u003e\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"5\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003e#\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eIndicators\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eSD\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003eMean\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e\u003cp\u003eDescriptor\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eEfficiency\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e8.00\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e4.32\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eHighly effective\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e2\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eFairness\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e8.49\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e4.23\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eHighly effective\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eApplicant Portal Usability\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e8.77\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e4.24\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eHighly effective\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eSatisfaction\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e8.47\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e4.30\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eHighly effective\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003eOverall Mean\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e\u003cb\u003e8.43\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e\u003cb\u003e4.27\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e\u003cb\u003eHighly effective\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e shows the comparison between the two recruitment cycles, 2024\u0026ndash;2025 and 2025\u0026ndash;2026, in terms of the overall effectiveness of the recruitment and selection system as perceived by the teacher-applicants. The mean rating for the 2024\u0026ndash;2025 cycle was 4.24, while the 2025\u0026ndash;2026 cycle showed a slightly higher mean of 4.31.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003e\u003cem\u003eDifference in the Effectiveness of the Recruitment and Selection System in Terms of Cycle\u003c/em\u003e\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"5\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eGroup\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eMean\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003ep-Value\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003eInterpretation\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e\u003cp\u003eDecision\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e2024\u0026ndash;2025 Cycle\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e4.24\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e0.14\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003eNot significant\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003eDo not reject H\u003csub\u003e0\u003c/sub\u003e\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e2025\u0026ndash;2026 Cycle\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e4.31\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eTable\u0026nbsp;4 presents the statistical comparison of the respondents\u0026rsquo; assessment of the effectiveness of the recruitment and selection system based on various demographic characteristics, namely gender, age, highest educational attainment, number of application attempts, and current employment status.\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eTable\u0026nbsp;4 \u003cem\u003eDifference in the Effectiveness of the Recruitment and Selection System in Terms of\u003c/em\u003e \u003cem\u003eDemographic Profile\u003c/em\u003e\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"No\" id=\"Taba\" border=\"1\"\u003e\u003ccolgroup cols=\"6\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eVariable\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eGroup\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eMean\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003ep-Value\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e\u003cp\u003eInterpretation\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c6\"\u003e\u003cp\u003eDecision\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e\u003cp\u003eGender\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eFemale\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e4.26\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\" morerows=\"2\" rowspan=\"3\"\u003e\u003cp\u003e0.15\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\" morerows=\"2\" rowspan=\"3\"\u003e\u003cp\u003eNot significant\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\" morerows=\"2\" rowspan=\"3\"\u003e\u003cp\u003eFailed to reject H\u003csub\u003e0\u003c/sub\u003e\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eMale\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e4.39\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePrefer not to say\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e4.05\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"3\" rowspan=\"4\"\u003e\u003cp\u003eAge\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e25\u0026ndash;34\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e4.25\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\" morerows=\"3\" rowspan=\"4\"\u003e\u003cp\u003e0.17\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\" morerows=\"3\" rowspan=\"4\"\u003e\u003cp\u003eNot significant\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\" morerows=\"3\" rowspan=\"4\"\u003e\u003cp\u003eFailed to reject H\u003csub\u003e0\u003c/sub\u003e\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e35\u0026ndash;44\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e4.35\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e45\u0026ndash;54\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e3.80\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e55 and above\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e4.00\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e\u003cp\u003eHighest Educational Attainment\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eBachelor's Degree\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e4.27\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\" morerows=\"2\" rowspan=\"3\"\u003e\u003cp\u003e0.71\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\" morerows=\"2\" rowspan=\"3\"\u003e\u003cp\u003eNot significant\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\" morerows=\"2\" rowspan=\"3\"\u003e\u003cp\u003eFailed to reject H\u003csub\u003e0\u003c/sub\u003e\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eDoctorate Degree\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e4.25\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eMaster's Degree\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e4.00\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"3\" rowspan=\"4\"\u003e\u003cp\u003eNumber of Application Attempts\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e2\u0026ndash;3 times\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e4.25\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\" morerows=\"3\" rowspan=\"4\"\u003e\u003cp\u003e0.001\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\" morerows=\"3\" rowspan=\"4\"\u003e\u003cp\u003eSignificant\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\" morerows=\"3\" rowspan=\"4\"\u003e\u003cp\u003eReject H\u003csub\u003e0\u003c/sub\u003e\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e4\u0026ndash;5 times\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e4.20\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eFirst time\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e4.38\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eMore than 5 times\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e4.09\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"3\" rowspan=\"4\"\u003e\u003cp\u003eCurrent Employment Status\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eEmployed in DepEd Bohol\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e4.44\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\" morerows=\"3\" rowspan=\"4\"\u003e\u003cp\u003e0.012\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\" morerows=\"3\" rowspan=\"4\"\u003e\u003cp\u003eSignificant\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\" morerows=\"3\" rowspan=\"4\"\u003e\u003cp\u003eReject H\u003csub\u003e0\u003c/sub\u003e\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eEmployed in Others\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e4.21\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eSelf-Employed\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e4.50\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eUnemployed\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e4.27\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e"},{"header":"DISCUSSION","content":"\u003cp\u003e\u003cb\u003eDemographic Profile of Respondents\u003c/b\u003e\u003c/p\u003e\u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e presents the demographic profile of the 902 teacher-applicants who participated in the study. The majority of respondents were female (84.92%), and most belonged to the 25\u0026ndash;34 age group (68.63%), indicating a predominantly young and female applicant population. In terms of educational attainment, 89.47% held a bachelor's degree, while a smaller portion had completed a master's (10.42%) or doctoral degree (0.11%). Nearly half of the respondents (43.79%) were first-time applicants, while others had applied multiple times, with 27.38% applying 2\u0026ndash;3 times and 16.19% more than five times. Regarding current employment status, a significant portion were either unemployed (37.03%) or employed in institutions other than DepEd Bohol (46.67%), while a smaller group were employed in DepEd Bohol itself (11.09%) or self-employed (5.21%).\u003c/p\u003e\u003cp\u003eThe demographic distribution suggests that the applicant pool is composed primarily of early-career professionals seeking entry into the public education system. The high number of first-time applicants reflects the continuing interest in joining the teaching workforce, while the notable proportion of repeat applicants implies that many face ongoing barriers to successful placement. Additionally, the dominance of bachelor\u0026rsquo;s degree holders aligns with qualification requirements for entry-level teaching positions, while the relatively low percentage of advanced degree holders may reflect limited access to graduate education or a lack of requirement for higher academic credentials at the time of application.\u003c/p\u003e\u003cp\u003eThese findings are consistent with recent studies reviewed in the literature. Libradilla (\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2024\u003c/span\u003e) emphasized the importance of understanding teacher demographics in shaping responsive HR strategies, particularly with regard to age and educational attainment. Similarly, Toropova et al. (\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) noted the gender imbalance in the Philippine teaching force, which this study confirms, as over 84% of respondents identified as female. The pattern of repeated applications observed in this study also echoes the findings of Limbona (\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2025\u003c/span\u003e), who associated such trends with procedural inefficiencies and structural barriers within the recruitment system. Overall, the demographic profile not only provides context for interpreting the applicants' perceptions of the system but also highlights potential equity considerations and institutional areas that may require policy adjustments or targeted support.\u003c/p\u003e\u003cp\u003e\u003cb\u003eEffectiveness of the Recruitment and Selection System\u003c/b\u003e\u003c/p\u003e\u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e summarizes the respondents\u0026rsquo; assessment of the effectiveness of the recruitment and selection system implemented in DepEd Bohol, evaluated across four key indicators: efficiency, fairness, applicant portal usability, and overall satisfaction. All four indicators were rated as \u0026ldquo;Highly effective,\u0026rdquo; with mean scores ranging from 4.23 to 4.32. The overall mean was 4.27, also corresponding to a \u0026ldquo;Highly effective\u0026rdquo; descriptor, indicating a consistently positive perception of the system among teacher-applicants.\u003c/p\u003e\u003cp\u003eThe first indicator, efficiency, received the highest mean score of 4.32, suggesting that respondents found the recruitment process to be well-organized, timely, and manageable. This finding implies that the improvements introduced through the action plan addressed prior concerns related to long waiting periods and unclear procedural steps. It supports the idea that DepEd Bohol was able to enhance its administrative handling of applications, consistent with the findings of Alvarez-S\u0026aacute;ndez et al. (\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2023\u003c/span\u003e), who emphasized the importance of streamlined workflows in improving recruitment outcomes. Similarly, Kola and Oyadiran (\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) found that applicants perceive processes as efficient when redundancies are minimized and communication is clear, conditions that likely contributed to the high ratings in this study.\u003c/p\u003e\u003cp\u003eThe second indicator, fairness, had a mean score of 4.23, reflecting positive perceptions of transparency, consistency, and impartiality in the evaluation process. This score suggests that the system\u0026rsquo;s scoring rubrics, ranking procedures, and communication protocols may have succeeded in reinforcing a sense of equity among applicants. This aligns with Ho et al. (\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2024\u003c/span\u003e), who noted that procedural and distributive justice are strong predictors of applicant trust and engagement. Additionally, He et al. (\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2025\u003c/span\u003e) emphasized that digital systems can enhance fairness when designed with clear criteria and accessible feedback, elements likely present in DepEd Bohol\u0026rsquo;s improved process.\u003c/p\u003e\u003cp\u003eThe third indicator, applicant portal usability, was also rated highly with a mean score of 4.24. This suggests that respondents found the online platform user-friendly and functional, likely aiding in application submission, status tracking, and communication. These findings mirror those of the 2023 study on digital portals in higher education, which found that features such as intuitive layout, real-time updates, and access to instructions significantly improve user satisfaction. In the context of DepEd Bohol, the positive rating indicates that the applicant portal did not create additional barriers and likely contributed to a smoother application experience.\u003c/p\u003e\u003cp\u003eThe fourth indicator, satisfaction, received a mean of 4.30, indicating that applicants were generally pleased with the overall system. This dimension reflects the cumulative impact of the process on the user experience, integrating elements of efficiency, fairness, and usability. The high satisfaction score is consistent with Gallup\u0026rsquo;s (\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2024\u003c/span\u003e) global findings, which indicated that positive candidate experiences, especially in transparent and well-managed systems, lead to stronger institutional trust and applicant engagement. Similarly, Cohen-Charash and Spector (\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) emphasized that satisfaction is a critical outcome of well-implemented recruitment practices and often reflects the overall health of institutional hiring systems.\u003c/p\u003e\u003cp\u003eTaken together, the overall mean of 4.27 suggests that the recruitment and selection system implemented in DepEd Bohol was highly effective from the perspective of teacher-applicants. This score indicates that the reforms not only addressed previous inefficiencies and fairness concerns but also provided a user-friendly and satisfying experience for stakeholders. It reflects the successful operationalization of the action plan developed in response to earlier process weaknesses, as discussed in the original research by Enad and Pabalan.\u003c/p\u003e\u003cp\u003eThese findings reinforce the empirical insights found in both local and international literature. The high effectiveness ratings across all dimensions align with the theoretical foundations of Strategic Human Resource Management, which emphasize the importance of aligning HR processes with institutional goals. Moreover, the consistent results across fairness and satisfaction resonate with Organizational Justice Theory, while the positive portal usability outcomes are consistent with the Technology Acceptance Model. Overall, Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e confirms that the implemented system is functioning as intended and provides a model for other divisions seeking to reform their own recruitment processes.\u003c/p\u003e\u003cp\u003e\u003cb\u003eDifference in the Effectiveness of the Recruitment and Selection System in Terms of Cycle\u003c/b\u003e\u003c/p\u003e\u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e presents the comparison of the perceived effectiveness of the recruitment and selection system between two distinct implementation cycles: 2024\u0026ndash;2025 and 2025\u0026ndash;2026. The results show that respondents from the 2024\u0026ndash;2025 cycle gave a mean rating of 4.24, while those from the 2025\u0026ndash;2026 cycle rated it slightly higher at 4.31. A z-test was conducted to determine whether the difference in means was statistically significant. The computed p-value was 0.14, which is greater than the 0.05 significance level, leading to the interpretation that the difference is not statistically significant. Hence, the null hypothesis (H₀) is not rejected.\u003c/p\u003e\u003cp\u003eThese results imply that there was no meaningful change in applicants\u0026rsquo; perceptions of the system\u0026rsquo;s effectiveness across the two cycles. While the slight increase in the mean suggests a possible improvement in user experience or implementation consistency, it was not large enough to be considered statistically significant. This suggests that the system\u0026rsquo;s performance has remained stable, and that the reforms introduced by DepEd Bohol have been implemented consistently across multiple cycles, contributing to sustained positive evaluations by applicants.\u003c/p\u003e\u003cp\u003eThis finding aligns with Alvarez-S\u0026aacute;ndez et al. (\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2023\u003c/span\u003e), who emphasized that well-structured recruitment systems, especially those guided by clear procedures and accountability mechanisms, are more likely to maintain consistent performance across multiple implementation periods. Furthermore, it supports the idea from Kola and Oyadiran (\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) that perceived efficiency and fairness are stable when institutional processes are clearly defined and regularly evaluated. The consistency in ratings across cycles may also reflect the influence of DepEd Orders No. 007, s. 2023 and No. 020, s. 2024, which emphasized procedural safeguards and timeliness, promoting standardized implementation across divisions and periods.\u003c/p\u003e\u003cp\u003eOverall, the results suggest that DepEd Bohol\u0026rsquo;s recruitment and selection system has been able to deliver a steady level of effectiveness across consecutive school years. While there may be room for continuous refinement, the absence of significant variation over time can be seen as an indicator of a system that is not only effective but also reliably implemented.\u003c/p\u003e\u003cp\u003e\u003cb\u003eDifference in the Effectiveness of the Recruitment and Selection System in Terms of Demographic Profile\u003c/b\u003e\u003c/p\u003e\u003cp\u003eTable\u0026nbsp;4 presents the comparison of respondents\u0026rsquo; perceived effectiveness of the recruitment and selection system based on various demographic variables: gender, age, highest educational attainment, number of application attempts, and current employment status. For each variable, the differences in mean scores were analyzed using either z-tests or ANOVA, with corresponding p-values used to determine statistical significance at the 0.05 level.\u003c/p\u003e\u003cp\u003eIn terms of gender, female respondents gave a mean rating of 4.26, while male respondents rated the system slightly higher at 4.39. Respondents who preferred not to disclose their gender had the lowest mean at 4.05. Despite these variations, the resulting p-value of 0.15 indicates that the difference is not statistically significant. This suggests that gender did not significantly influence perceptions of system effectiveness, affirming that the recruitment process was experienced similarly across gender identities. This finding supports Ho et al. (\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2024\u003c/span\u003e), who observed that when procedural justice is upheld, gender-based variations in perception tend to diminish.\u003c/p\u003e\u003cp\u003eFor age, the 35\u0026ndash;44 age group had the highest mean (4.35), followed by those aged 25\u0026ndash;34 (4.25). Respondents aged 45\u0026ndash;54 and 55 and above gave lower ratings at 3.80 and 4.00, respectively. Despite the apparent differences in means, the p-value of 0.17 indicates no significant difference. This implies that respondents from various age groups generally shared the same level of satisfaction and perception of fairness and usability. These findings resonate with the results of Libradilla (\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2024\u003c/span\u003e), who noted that age tends to influence expectations more than actual experiences when transparent processes are in place.\u003c/p\u003e\u003cp\u003eWith regard to highest educational attainment, respondents with bachelor\u0026rsquo;s and doctorate degrees gave nearly identical ratings (4.27 and 4.25, respectively), while those with master\u0026rsquo;s degrees rated the system slightly lower at 4.00. The p-value of 0.71 shows that these differences were not statistically significant. This suggests that the recruitment system was viewed similarly regardless of educational level, a positive indication that the system accommodates applicants fairly across academic qualifications. This observation is in line with the emphasis on meritocracy in DepEd Order No. 007, s. 2023, and is also reflected in the findings of Cohen-Charash and Spector (\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2021\u003c/span\u003e), who noted that fairness perceptions are maintained when evaluation criteria are applied consistently regardless of academic background.\u003c/p\u003e\u003cp\u003eA significant result emerged when comparing respondents based on the number of application attempts. First-time applicants had the highest mean rating (4.38), followed by those with 2\u0026ndash;3 attempts (4.25), 4\u0026ndash;5 attempts (4.20), and more than five attempts (4.09). The p-value of 0.001 indicates a statistically significant difference, suggesting that those who had undergone the application process multiple times were slightly less satisfied with or confident in the system\u0026rsquo;s effectiveness. This may reflect accumulated experiences of procedural delays, perceived inconsistencies, or frustration due to repeated non-selection. These results align with the findings of Limbona (\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2025\u003c/span\u003e), who documented that repeated applicants in the Jolo District often encountered procedural bottlenecks, contributing to declining trust in the recruitment system over time.\u003c/p\u003e\u003cp\u003eAnother statistically significant result was found in relation to current employment status, with a p-value of 0.012. Self-employed respondents rated the system highest (4.50), followed by those employed in DepEd Bohol (4.44), unemployed applicants (4.27), and those employed in other institutions (4.21). This variation suggests that employment context may influence how applicants interpret system fairness and responsiveness. For instance, currently employed individuals, especially those already within DepEd, may find the process more familiar and manageable. In contrast, those employed elsewhere may face challenges aligning their schedules or expectations with DepEd protocols. These findings echo the observations of Toropova et al. (\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2021\u003c/span\u003e), who emphasized how contextual work factors shape the perception of public recruitment systems.\u003c/p\u003e\u003cp\u003eOverall, while most demographic variables showed no statistically significant influence on respondents\u0026rsquo; perceptions, application frequency and employment status emerged as meaningful differentiators. These insights highlight the importance of continuously reviewing the applicant experience, particularly for those who reapply or come from outside institutional settings. Doing so ensures that the system remains inclusive, equitable, and responsive to the diverse profiles of aspiring public school teachers.\u003c/p\u003e"},{"header":"CONCLUSION","content":"\u003cp\u003eThe implementation of a recruitment and selection system is ultimately a reflection of how an institution translates policy into experience, how it balances fairness with efficiency, and structure with human need. In the case of DepEd Bohol, the system has demonstrated qualities that inspire trust: consistency, usability, and perceived fairness. These are not just metrics of effectiveness, but indicators of institutional maturity.\u003c/p\u003e\u003cp\u003eHowever, this conclusion must be taken with caution. The study did not employ a structured sampling technique; participation was voluntary and based on self-selection. This means the voices captured in the data represent those who were willing and able to respond, not necessarily the entire applicant population. As such, while the results offer strong insights into how the system is experienced by many, they may not fully reflect the range of perceptions across all applicants, particularly those who may have disengaged or been marginalized by the process.\u003c/p\u003e\u003cp\u003eStill, the patterns that emerged point to a system that is working, not perfectly, but purposefully. It is clear that applicants are not only navigating the process, but in many cases, appreciating it. The challenge now is to listen more closely to those who remain unheard, to refine what works, and to keep the human dimension of recruitment at the center of every improvement moving forward.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eAlvarez-S\u0026aacute;ndez L, Gonz\u0026aacute;lez-Gonz\u0026aacute;lez CS, Toledo P (2023) Streamlining administrative processes in educational institutions: A scoping review. Educational Manage Adm Leadersh 51(1):45\u0026ndash;60\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eAnderson R (2021) Designing equitable digital systems in public education. Int J Educational Technol 38(4):412\u0026ndash;427\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eCivil Service Commission (n.d.). \u003cem\u003eProgram to Institutionalize Meritocracy and Excellence in Human Resource Management (PRIME-HRM)\u003c/em\u003e. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://www.csc.gov.ph/programs/pr/hrm\u003c/span\u003e\u003cspan address=\"https://www.csc.gov.ph/programs/pr/hrm\" targettype=\"URL\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eCohen-Charash Y, Spector PE (2021) The role of fairness and satisfaction in recruitment success: A meta-analysis. 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MIS Q 13(3):319\u0026ndash;340\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eDepartment of Education (2023) \u003cem\u003eDepEd Order No. 007, s. 2023: Guidelines on the recruitment and selection of teachers in public elementary and secondary schools\u003c/em\u003e. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://www.deped.gov.ph\u003c/span\u003e\u003cspan address=\"https://www.deped.gov.ph\" targettype=\"URL\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eDepartment of Education (2024) \u003cem\u003eDepEd Order No. 020, s. 2024: Updated guidelines on recruitment and promotion in DepEd offices\u003c/em\u003e. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://www.deped.gov.ph\u003c/span\u003e\u003cspan address=\"https://www.deped.gov.ph\" targettype=\"URL\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eEnad F, Pabalan R (2023) \u003cem\u003eEmployment management in the public schools: A proposed recruitment, selection, and placement system\u003c/em\u003e. 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Educational Rev 73(1):71\u0026ndash;97\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eWright PM, McMahan GC (1992) Theoretical perspectives for strategic human resource management. J Manag 18(2):295\u0026ndash;320\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eZayed University (2023) Usability assessment of academic recruitment portals. ZU Office of Institutional Research\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":true,"hideJournal":true,"highlight":"","institution":"Department of Education (Philippines)","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"recruitment, selection, public schools, DepEd Bohol, effectiveness, teacher-applicants, fairness, portal usability","lastPublishedDoi":"10.21203/rs.3.rs-7185058/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-7185058/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThis study assessed the effectiveness of the implemented recruitment and selection system in the Department of Education (DepEd) Bohol Division, as experienced by teacher-applicants during the 2024\u0026ndash;2025 and 2025\u0026ndash;2026 hiring cycles. Anchored on Strategic Human Resource Management, Organizational Justice Theory, and the Technology Acceptance Model, the research examined perceptions of efficiency, fairness, applicant portal usability, and overall satisfaction. Utilizing a descriptive-evaluative design, data were gathered from 902 valid responses through an online survey instrument, which underwent pilot testing and yielded a Cronbach\u0026rsquo;s alpha of 0.88. Descriptive statistics and inferential analyses, including z-tests and ANOVA, were used to analyze the data. Results showed that the system was perceived as highly effective across all dimensions, with no significant difference between the two recruitment cycles. However, significant variations emerged based on the number of application attempts and current employment status. While the findings affirm the system\u0026rsquo;s overall effectiveness, the study also acknowledges its limitation in sampling, as participation was voluntary and not randomized. Thus, while the results offer valuable insights, they should be interpreted with caution. The study concludes that the system demonstrates consistent and equitable implementation, yet highlights the need for continued responsiveness, especially to repeat applicants and underrepresented voices.\u003c/p\u003e","manuscriptTitle":"Click, Rank, Hire: Gauging the Success of DepEd Bohol’s Recruitment and Selection System","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-07-23 05:52:07","doi":"10.21203/rs.3.rs-7185058/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"1dbff848-07e3-4eb9-aa2b-3b057b5d475f","owner":[],"postedDate":"July 23rd, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[{"id":51919327,"name":"Educational Philosophy and Theory"}],"tags":[],"updatedAt":"2025-07-23T05:52:07+00:00","versionOfRecord":[],"versionCreatedAt":"2025-07-23 05:52:07","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-7185058","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-7185058","identity":"rs-7185058","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}