Differences in teachers’ perception of job demands and resources related to well-being according to schools’ strategic human resource management?

ABSTRACT

A substantial body of research has shown that the use of strategic human resource management (SHRM) can influence employees’ job resources thereby facilitating well-being. However, little evidence exists on the link between SHRM and teachers’ perception of job demands and job resources in the school. Based on semi-structured interviews with school leaders and team members, a comparative analysis between excellent and moderate strategic schools was conducted. The results indicate that: 1) various aspects of the teaching job and school environment are perceived both as job demand and resource by teachers and 2) teachers in moderated strategic schools perceive on average more demands related to the school leader compared to excellent strategic schools. Suggestions for further research and practical implications are discussed.

KEYWORDS:

• strategic human resource management
• job demands
• job resources

Acknowledgements

This study was supported by The Research Centre ‘Educational research’ and was funded by the Flemish Government.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Ethics declarations

According to the General Ethical Protocol (16/03/2022) of the Faculty of Psychology and Educational Studies (Ghent University), a specific approval of the ethics committee is not required for this study, as we followed all the rules of the General Ethical Protocol. According to the rules of the General Ethical Protocol, an active informed consent was asked of all participants in our study. This informed consent consisted of a confirmation from all participants that they received and understood all of the necessary information regarding the research and voluntarily agreed to participate.

Additional information

Funding

This study was supported by The Research Centre “Educational research” (Steunpunt Onderwijson- derzoek [SONO]) and was funded by the Flemish Government.

Notes on contributors

Eva Vekeman

Eva Vekeman is a postdoctoral researcher at the Department of Educational Studies, Ghent University (Belgium). Her research interests are situated in the field of human resource management for new and experienced teachers in primary and secondary education, the role of school principals in implementing HR practices and its effects on teachers’ outcomes. Currently, she works on a research project which aims to evaluate professional development initiatives for school leaders.

Melissa Tuytens

Melissa Tuytens is an assistant professor at the Department of Educational Studies, Ghent University (Belgium). Her research interests are situated in the field of human resource management within schools, school leadership and school policy in general. Currently, she focuses on the integration of human resource management and strategic school policy in primary and secondary education and on the opportunities of teacher collaboration for professional development.

Geert Devos

Geert Devos is a full professor in the field of educational administration at the Department of Educational Studies, Ghent University (Belgium). He leads the Bellon research centre for school leadership and educational policy. His current research areas include educational leadership, school improvement and educational policy.