Background and Objective: Assessment centers, as structured and multidimensional tools in human resource management, play a key role in recruitment and professional development. Despite their recognized advantages, their implementation often encounters structural and operational challenges. This study aimed to explore the lived experiences of professional assessors regarding the challenges of assessment centers used in selecting teacher candidates, with the goal of identifying barriers and improving the validity and efficiency of the selection process.
Methodology: This qualitative study employed a descriptive phenomenological approach. The research population included professional assessors and managers of teacher recruitment assessment centers. Purposeful sampling was applied based on criteria such as completion of specialized assessment training and at least one year of practical experience. Data were collected through semi‑structured interviews with ten participants and discontinued upon reaching saturation. Data analysis was conducted using MAXQDA (Version 2024) and Colaizzi’s (1978) thematic analysis method.
Findings: Analysis produced 69 initial codes, which were refined to 58 concepts. These concepts were grouped into 25 subthemes and five main themes: structural challenges of the assessment center, assessor‑related challenges, challenges in the implementation process, challenges in data analysis, and organizational and managerial challenges.
Conclusion: The findings show that despite the scientific foundation of assessment centers, their use in teacher selection is hindered by structural, human, procedural, and managerial barriers. Improving center design, strengthening assessor competencies, standardizing implementation and data analysis procedures, and addressing managerial shortcomings can enhance validity, efficiency, and fairness in recruitment, ultimately supporting the selection of competent and committed teachers.