| Title: |
Differences in Teachers' Perception of Job Demands and Resources Related to Well-Being According to Schools' Strategic Human Resource Management? |
| Language: |
English |
| Authors: |
Eva Vekeman (ORCID 0000-0001-9989-1939); Melissa Tuytens (ORCID 0000-0001-9934-9445); Geert Devos (ORCID 0000-0003-1506-3621) |
| Source: |
Educational Studies. 2025 51(5):781-804. |
| Availability: |
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: |
Y |
| Page Count: |
24 |
| Publication Date: |
2025 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Secondary Education |
| Descriptors: |
Human Resources; Teacher Attitudes; Faculty Workload; Educational Environment; Resources; Work Environment; Teaching Experience; Educational Strategies; Secondary School Teachers; Foreign Countries |
| Geographic Terms: |
Belgium |
| DOI: |
10.1080/03055698.2024.2369852 |
| ISSN: |
0305-5698; 1465-3400 |
| 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. |
| Abstractor: |
As Provided |
| Entry Date: |
2025 |
| Accession Number: |
EJ1486338 |
| Database: |
ERIC |