Human Resource Architectures for New Teachers in Flemish Primary Education

Autor/inn/en	Vekeman, Eva; Devos, Geert; Valcke, Martin
Titel	Human Resource Architectures for New Teachers in Flemish Primary Education
Quelle	In: Educational Management Administration & Leadership, 44 (2016) 6, S.970-995 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-1432
DOI	10.1177/1741143215587309
Schlagwörter	Foreign Countries; Human Resources; Beginning Teachers; Principals; Administrator Role; Teacher Selection; Beginning Teacher Induction; Tenure; Educational Practices; Semi Structured Interviews; Personnel Management; Coding; Administrative Organization; Educational Environment; Educational Objectives; Teacher Recruitment; Faculty Mobility; Labor Turnover; Elementary School Teachers; Belgium + Suchen Sie Ihr Suchwort? Ausland; Humankapital; Junior teacher; Junglehrer; Principal; Schulleiter; Amtszeit; Beschäftigungsdauer; Bildungspraxis; Personalmanagement; Codierung; Programmierung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Educational objective; Bildungsziel; Erziehungsziel; Lehrerrekrutierung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Belgien
Abstract	Since research shows that the quality of a school's teaching force is related to its personnel practices, there is a growing interest in human resource management (HRM) in education. Existing research has generated insights into the differences, constraints and effects of single and isolated HR practices. Yet, little research is available examining bundles of HR practices (that is, HR architecture) from a principal's perspective. This article investigates how and why HR architectures for new teachers are configured by principals by looking at the ways principals make sense of hiring, induction and tenure practices. The analysis is based on semi-structured interviews with 54 primary school principals in Flanders (Belgium). After coding the interview transcripts using descriptive categories, the transcripts were coded based on principal's strategic orientation and human resource orientation. Looking at the differences and commonalities in these orientations, four HR architectures were identified: an administrative, a developmental, a strategic and a strategic-developmental HR architecture. These architectures showed that only a minority of principals configure bundles of HR practices for new teachers strategically. Moreover, they point to a disharmony in principals' beliefs regarding how new teachers should be managed. Differences between these four HR architectures can be found in the extent to which principals perceive and cope with external challenges. Suggestions for further research, limitations and implications of this study are discussed. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01