This study critically analyzes the employment practices of English language schools in Vietnam, including their selection criteria, recruitment processes, and the challenges they present, as well as their impact on educational quality. According to statistics from 18 centers nationwide, the findings are that all the centers require candidates to possess IELTS or TESOL certification, 75% prefer candidates with at least a Bachelor’s degree, and 85% prefer native English speakers. Formal interviews (used by 90% of the centers), teaching demonstrations (70%), and written examinations (50%) are standard tools used for selection. Large-scale concerns identified during the recruitment process include difficulties in recruiting highly qualified native speakers (90%), evaluating teaching capability effectively (65%), and navigating complex visa requirements (85%). Statistical methods, such as ANOVA, Chi-square tests, and Pearson correlation, were employed to determine the relationships between institution size, location, and program type, as well as recruitment preferences and issues. Findings show that centers with higher staff are more likely to prefer in-house speakers, city centers experience more visa-related problems, and programs that offer special studies are more selective in their hiring practices. The study emphasizes the need for tighter regulatory directions and more equitable recruitment processes to ensure improved English language teaching (ELT) quality in Vietnam. The study also recommends future research on the connection between recruitment policies and pedagogical quality.
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