Human Resource Management Practices in Turkish Education System (Denizli Case)
Human Resource Management (HRM) includes recruitment, training, development, motivation and evaluation of the staff who will achieve the goals of the organization and perform the necessary activities to be successful. The success of the organization depends on the effective use and management of hum...
| Main Authors: | , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
RU Publications
2018-10-01
|
| Series: | European Journal of Educational Research |
| Subjects: | |
| Online Access: |
http://eu-jer.com/EU-JER_7_4_833_Cobanoglu_etal.pdf |
| Summary: | Human Resource Management (HRM) includes recruitment, training, development, motivation and evaluation of the staff who will achieve the goals of the organization and perform the necessary activities to be successful. The success of the organization depends on the effective use and management of human resources. Considering that The Ministry of Turkish National Education has the most crowded personnel and the potential of leading the future human resources, the HRM strategies of this organization becomes significant. In this study, it is aimed to investigate to the human resources management practices of the Ministry of Turkish National Education from the perspectives of teachers who are also the human resources of the system. In this research, holistic-multiple case study design was employed and the open-ended interview form which includes nine questions considering the functions of the HRM was utilized as the data collection tool. Research results showed that teachers know the duties and responsibilities which are declared in their job definition but they do not consider some of the significant professional efficiencies such as planning, assessment and evaluation. Moreover, the ministry does not make long-term plans in order to determine the required human resources, and also the functionality and subjectivity of the system is under discussion in terms of selection and appointment. What's more, the desired aims cannot be reached in terms of professional development. Teachers have the anxiety of performance evaluation based on accountability, and they emphasize fair and subjectivity in terms of payment, rewarding and discipline. |
|---|---|
| ISSN: | 2165-8714 2165-8714 |