The present study aims to identify the challenges of recruitment in education from the perspective of experts (through Article 17 and Article 28) and their monitoring and empowerment strategies in Lorestan province. The method of this research is qualitative and content analysis. The study population included all experts, professors of Farhangian University, and recruitment supervisors. Purposive sampling was conducted and 15 people were interviewed, which was based on theoretical saturation. After coding and analyzing them, 463 open codes, 56 sub-themes, and 8 main themes were extracted. The findings showed that the most important challenges of recruited personnel before recruitment were "utilitarian view of teaching", "weakness of justice in recruitment", "group and party interventions in recruitment", and "lack of standards in recruitment and recruitment", and during service they were "gap in systematic recruitment performance-assessment", "weakness of applicants' professional thinking", "lack of communication and skill skills", and "weakness of teaching knowledge". The results showed that the recruited forces are different from each other in terms of educational content and the conditions in which they studied, and the empowerment of these forces is focused on the type and method of their recruitment. The evaluation and performance of recruited forces is incomplete, discontinuous, and lacks clinical supervision. In fact, the gap in systematic evaluation and performance in recruitment, along with the weakness of cognitive thinking, skills, and weak teaching knowledge, acts as an obstacle to their empowerment. Also, paying attention to "fairness in recruitment" and "standardization in recruitment" reduces the challenges of recruited and employed forces, and paying attention to "continuous performance evaluation of forces" based on clinical supervision and strengthening teaching knowledge can place them in the teaching-learning process in terms of behavior, cognition, and knowledge and help empower them.