Rethinking Teacher Workforce Development: A Strategic Human Resource Management Perspective

Smylie, Mark A.; Miretzky, Debra; Konkol, Pamela J.

doi:10.1111/j.1744-7984.2004.tb00030.x

Cited by 22 publications

(26 citation statements)

References 39 publications

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“…Finally, respondents reported reasons why HR practices were experienced positively or negatively in schools; for example, communication, the embedding of HR practices in the school system, and the way a leader was bringing HR practices into practice. These results correspond to findings from prior research on the implementation of HRM in Dutch schools for vocational education and training (Runhaar & Sanders, ) and within other Western countries (Smylie et al., ). In the second study, we examine whether the degree to which teachers find the HR practices within their school motivating is related to their work engagement.…”

Section: Discussionsupporting

confidence: 90%

“…HR practices are unique for each type of organization and support the organizational system to make “sensible adaptations in their unique context” (Boxall & Purcell, , p. 283). Because HRM is relatively new in schools, little is known about how HR practices are exactly shaped in this specific sector (Smylie et al., ). Hence, to get more insight into the way HR practices are shaped and perceived in schools, in Study 1, a document analysis was done and semi‐structured interviews were conducted with 23 respondents within four schools.…”

Section: Theoretical Framework and Hypothesesmentioning

confidence: 99%

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Teachers' work engagement: Considering interaction with pupils and human resources practices as job resources

Runhaar

Sanders

Konermann

2013

J Applied Social Pyschol

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The goal of these 2 studies was to investigate whether teachers' work engagement is related to the extent to which they experience their interactions with pupils and human resource (HR) practices within their schools as motivating. Study 1 was a qualitative study, including document analysis and interviews with 23 respondents within 4 schools to give more insight into prevailing HR practices. Study 2 was a quantitative study, in which 342 teachers in 13 schools were surveyed. As expected, the interactions with pupils were positively related to work engagement. Furthermore, HR practices were positively related to vigor and dedication. Not in line with our expectations, HR practices weakened the relationship between the interaction with pupils and dedication.

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Section: Discussionsupporting

confidence: 90%

Section: Theoretical Framework and Hypothesesmentioning

confidence: 99%

Teachers' work engagement: Considering interaction with pupils and human resources practices as job resources

Runhaar

Sanders

Konermann

2013

J Applied Social Pyschol

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“…Since research on the effects of HRM as a system in schools is scarce (Smylie et al, 2004), our findings make an important contribution to the literature on the professional development of teachers.…”

Section: Overview Of the Findingsmentioning

confidence: 90%

Promoting teachers’ knowledge sharing. The fostering roles of occupational self-efficacy and Human Resources Management

Runhaar

Sanders

2016

Educational Management Administration & Leadership

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“…The theoretical framework has been informed mainly by the concept of viewing implementation dynamics as the interplay between organisational issues and personal concerns (Smylie, Miretzky & Konkol, 2004;Van der Vegt, Smyth & Vandenberghe, 2001), and the concept of viewing implementation from the perspective of the learning organisation (Fullan, 1993;Senge, 1990). At the same time, it also has adopted a situative perspective with the unit of analysis as the activity system to frame schoolwide ICT implementation.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Framing ICT implementation in a context of educational change: A structural equation modelling analysis

Wong¹,

2011

AJET

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Despite the common belief that information and communication technology (ICT) has the potential to support certain fundamental changes in learning, few have examined ICT implementation conceptually within a wider context of educational change. Methodologically, we are by and large limited to building simple models that accommodate only a single dependence relationship among variables. Framing ICT implementation as a process of interactions among pedagogical and organisational factors in bringing about changes in student learning, this article used data collected from 1076 teachers in 130 schools to construct a structural equation model (SEM), from which we are able to examine multiple interrelated dependence relationships in a single model. Results indicated that from teacher perspectives, the collegial capacity of ICT implementation strategies played a central and mediating role in effecting changes in student learning, of moving away from a teacher-centred approach to one that is more student-centred. Specifically, ICT brought about these changes in the context of establishing collegiality in fostering pedagogical innovations in schools. Implications for both researchers and practitioners are discussed.

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Rethinking Teacher Workforce Development: A Strategic Human Resource Management Perspective

Cited by 22 publications

References 39 publications

Teachers' work engagement: Considering interaction with pupils and human resources practices as job resources

Teachers' work engagement: Considering interaction with pupils and human resources practices as job resources

Promoting teachers’ knowledge sharing. The fostering roles of occupational self-efficacy and Human Resources Management

Framing ICT implementation in a context of educational change: A structural equation modelling analysis

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