In the national expedition for ways to improve PK-12 public education, teacher hiring emerges as a considerable factor in academic achievement. The intersection of federal, state, and district policies, recruitment and hiring processes, decision-makers' criteria and preferences are some factors that impact teacher selection. More importantly, research has consistently shown that teachers are one of the greatest contributing factors to increasing student achievement, accomplishing district and state performance targets, hence impacting students' college and career readiness outcomes. While the quest to recruit and select qualified teachers has grown exponentially, district and school level hiring authorities' decision-making has been rarely considered. Moreover, little is known about the teacher hiring process and how public school jurisdiction decision-makers select teachers for vacant positions. Darling-Hammond and Berry (1999) wrote Louisiana possessed a problematic labor market, lacked systemic teacher recruitment and retention policies, with grossly under-prepared teachers. This study examined teacher competencies, person-environment fit constructs, evaluation and assessment measures in Louisiana public school districts. The researcher proposed a conceptual framework Levels of Teacher Hiring: The Decision-making Process to illustrate decision-making aspects during teacher selection and performance evaluation. This mixed methods sequential explanatory study included recruitment and hiring personnel from: (a) one charter public school district and (b) four traditional public school districts. Analysis from the Hiring Survey-Teacher Competency and Fit (HS-TCF) and Hiring Survey-School Level Interview Protocol (HS-SLIP), indicated public school decision-makers prioritized eight job-specific and eight nonjob-specific competencies when hiring teachers. District and school processes included all phases in the conceptual framework. The role of school principal was identified as the teacher selection decision-maker across jurisdictions. However, each jurisdiction's hiring process, district/school level selection criteria, evaluation and assessment measures diverged and followed exclusive hiring practices or court mandates for teacher hiring. This study will contribute to scholarly research regarding Louisiana public school district and school level hiring authorities' essential teacher competencies, person-job fit, person-group fit, person-organization fit importance, and current evaluation and assessment measures in practice. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]