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Human resource architectures for new teachers in Flemish primary education

Eva Vekeman (UGent) , Geert Devos (UGent) and Martin Valcke (UGent)
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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.
Keywords
POLICY IMPLEMENTATION, BEGINNING TEACHERS, SCHOOLS, MANAGEMENT, PRINCIPALS, RETENTION, IMPACT, ORGANIZATIONS, INFORMATION, ACHIEVEMENT, HR Architectures, human resource management, new teachers, primary education, school principals

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Chicago
Vekeman, Eva, Geert Devos, and Martin Valcke. 2016. “Human Resource Architectures for New Teachers in Flemish Primary Education.” Educational Management Administration & Leadership 44 (6): 970–995.
APA
Vekeman, E., Devos, G., & Valcke, M. (2016). Human resource architectures for new teachers in Flemish primary education. EDUCATIONAL MANAGEMENT ADMINISTRATION & LEADERSHIP, 44(6), 970–995.
Vancouver
1.
Vekeman E, Devos G, Valcke M. Human resource architectures for new teachers in Flemish primary education. EDUCATIONAL MANAGEMENT ADMINISTRATION & LEADERSHIP. 2016;44(6):970–95.
MLA
Vekeman, Eva, Geert Devos, and Martin Valcke. “Human Resource Architectures for New Teachers in Flemish Primary Education.” EDUCATIONAL MANAGEMENT ADMINISTRATION & LEADERSHIP 44.6 (2016): 970–995. Print.
@article{5946505,
  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.},
  author       = {Vekeman, Eva and Devos, Geert and Valcke, Martin},
  issn         = {1741-1432},
  journal      = {EDUCATIONAL MANAGEMENT ADMINISTRATION \& LEADERSHIP},
  keyword      = {POLICY IMPLEMENTATION,BEGINNING TEACHERS,SCHOOLS,MANAGEMENT,PRINCIPALS,RETENTION,IMPACT,ORGANIZATIONS,INFORMATION,ACHIEVEMENT,HR Architectures,human resource management,new teachers,primary education,school principals},
  language     = {eng},
  number       = {6},
  pages        = {970--995},
  title        = {Human resource architectures for new teachers in Flemish primary education},
  url          = {http://dx.doi.org/10.1177/1741143215587309},
  volume       = {44},
  year         = {2016},
}

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