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Evaluating the Impact of Teachers’ Personal and Professional Resources in Elementary Education on School-Based Human Resource Management: A Case Study in Indonesia

Author

Listed:
  • Syamsul Ghufron
  • Fifi Khoirul Fitriyah
  • Mokhamad Sodikin
  • Nopriadi Saputra
  • Siti Maghfirotun Amin
  • Hitta Alfi Muhimmah

Abstract

Teachers are the key to the success of the learning process, so teacher perceptions are fundamental in supporting educational goals. This study aims to evaluate the impact of teachers’ personal and professional resources in elementary education on school-based human resource management. This research method is a cross-sectional study involving 474 elementary school teachers in Magetan Regency, East Java, Indonesia. The collected data was structured by PLS Structural Equation Modeling and analyzed by SmartPLS version 3.0 application. The study results found that all aspects of teachers’ personal resources (years of service, teachers’ online learning perception, and positive mental health) affect school-based management. Meanwhile, aspects of teacher certification status and literacy learning implementation affect school-based human resource management for teachers’ professional resources. Interestingly, the status of teachers, whether public or contracted, does not affect school-based management. This study benefits the government in formulating education policies, especially in implementing the teacher certification program and improving the competence of teachers and school principals. Further research is needed on strategies to improve the quality of school-based management especially in human resource.

Suggested Citation

  • Syamsul Ghufron & Fifi Khoirul Fitriyah & Mokhamad Sodikin & Nopriadi Saputra & Siti Maghfirotun Amin & Hitta Alfi Muhimmah, 2024. "Evaluating the Impact of Teachers’ Personal and Professional Resources in Elementary Education on School-Based Human Resource Management: A Case Study in Indonesia," SAGE Open, , vol. 14(1), pages 21582440241, March.
    • Handle: RePEc:sae:sagope:v:14:y:2024:i:1:p:21582440241231049
    DOI: 10.1177/21582440241231049
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    References listed on IDEAS

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    1. Özge Sakallı & Ahmed Tlili & Fahriye Altınay & Ceren Karaatmaca & Zehra Altınay & Gökmen Dağlı, 2021. "The Role of Tolerance Education in Diversity Management: A Cultural Historical Activity Theory Perspective," SAGE Open, , vol. 11(4), pages 21582440211, November.
    2. Nidhi Khattri & Cristina Ling & Shreyasi Jha, 2012. "The effects of school-based management in the Philippines: an initial assessment using administrative data," Journal of Development Effectiveness, Taylor & Francis Journals, vol. 4(2), pages 277-295, June.
    3. Yang, Ruijuan & You, Xuqun & Zhang, Yu & Lian, Ling & Feng, Wei, 2019. "Teachers’ mental health becoming worse: The case of China," International Journal of Educational Development, Elsevier, vol. 70(C), pages 1-1.
    4. Jean-Louis Berger & Céline Girardet & Cynthia Vaudroz & Marcel Crahay, 2018. "Teaching Experience, Teachers’ Beliefs, and Self-Reported Classroom Management Practices: A Coherent Network," SAGE Open, , vol. 8(1), pages 21582440177, January.
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