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High-performance work systems (HPWS) have been a topic of interest in various industries, but their impact on teachers' productivity in Nigeria is a crucial area of study. The education sector in Nigeria faces numerous challenges, including inadequate resources, large class sizes, and limited professional development opportunities. In addressing the challenges, this research was conducted to seek their perception of the role of HPWS on teacher's productivity. Data were collected from the six educational districts of public schools, among 492 teachers in Lagos, Nigeria. The data was analyzed using Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA). The findings provide new insights into the value of HPWS in SHRM in the education sector. The result showed that implementing high-performance work systems in this context could potentially lead to improved teacher productivity, benefiting both educators and students alike.

The COVID-19 pandemic forced organizations across diverse industries to redraw their business models globally. Businesses crumbled, downsized, laid off workers, streamlined and digitalized their workflow, and maintained skeletal staff to support integral business functions. Remote working and flexible schedules were institutionalized to manage service employees globally. The study compared the effects of work-life balance and employee remuneration on employee job satisfaction and loyalty intentions. The study targeted frontline staff at three public universities in Zimbabwe, and 327 valid responses were obtained. Structural Equation Modeling (SEM) revealed that employee remuneration, remote working, and flexible scheduling positively and significantly influenced employee job satisfaction. Further, the analysis indicated employee preference for remote working and flexible work scheduling over more pay and benefits. The positive impact of job satisfaction on employee loyalty intentions was also confirmed. This study flags the significant contribution of work-life balance by bringing new empirical evidence on the relative significance of remote working, flexible working arrangements, and employee remuneration on employee job satisfaction and loyalty intentions in the post-pandemic normal. The study recommends that universities should harness digital technologies to promote sustainable remote working and enhanced employee autonomy.

The steady increase of chief executives' compensation in both public and private universities has long been at the centre of public debate and has received a lot of criticism in the UK. As higher education is considered as an industry, a pay for performance relationship is expected. This paper differs by demonstrating that UK Vice Chancellors consider incentives other than remuneration in their career progression. By constructing a comprehensive dataset of UK Vice Chancellors covering academic years 2012/2013 to 2016/2017, we demonstrate that UK university chief executives, especially if young, are willing to accept lower salaries when they interpret their role as a springboard for visible high-profile positions in the public arena.

The impact of training, remuneration, and teamwork factors on job performance has been affirmed in the literature. However, not all organizations devote efforts to these critical variables of performance, which has led to employees' poor job performance. Hence, this study examined the influence of training, remuneration, and teamwork factors on job performance among employees of the National Examinations Council (NECO) of Nigeria. The study was located within a positivist paradigm that adopted a descriptive survey design. A purposive sampling technique was adopted in selecting 140 NECO employees, and a random sampling technique was employed to select 100 respondents from the total population of 1000 secondary school registrars. One research question was answered, while four hypotheses were tested in the study. Two research instruments were used for data collection. Data were analyzed using frequency count, percentage, Pearson product-moment correlation, and multiple regression statistical tools. The result showed that NECO employee job performance is excellent. There was a significant relationship between remuneration and job performance (R=0.864 (Sig, 0.023). There was also a significant relationship between teamwork and job performance R=2.072 (Sig, 0.022). In addition, a significant relationship existed between training and job performance R=1.143 (Sig, 0.008), and the combination of the independent variables is effective in predicting employee job performance (F(3,136 ) = 9.224, p< 0.05). Based on the result of the study, it was concluded that the independent variables are critical factors in determining the job performance of NECO employees in Oyo state, Nigeria. Hence, it was recommended that all these factors be given deserved attention and taken seriously by the management to get the best out of its employees.

Teacher accountability reforms implemented around the globe have heightened a sense that teachers are losing the support of policymakers and the general public. To examine the global pattern in teachers' perception of occupational value and identify possible outcomes and predictors, we analyzed the 2018 Teaching and Learning International Survey (TALIS) data. We found an overwhelming majority of teachers feel undervalued in almost all OECD countries. In addition, teachers who feel undervalued reported less collective teacher effort for school improvement and job dissatisfaction consistently in four countries of comparison with different policy contexts--the United States, Australia, Finland, and Korea. However, the relationships between three working conditions impacted by accountability reforms--compensation, classroom autonomy, and involvement in school decision-making--and perceived occupational value varied across these four countries. Specifically, these working conditions seem to matter more in the United States, where the teacher policy context produces greater disparities across schools in teacher qualifications, distribution of qualified teachers, and degree of professional control.

Informed by Charles Wright Mills' sociological imagination and the Technology Acceptance Model, this qualitative study was undertaken to report the emergence of Shadow Education (SE) in teacher education in Zimbabwe amid COVID-19. WhatsApp discussions and Google interviews generated data from 12 lecturers and 12 students, selected using snowball sampling. The thematically analysed data reveal that behind the lecturers' and students' engagement in SE were wider societal problems. Lecturers engaged in SE not only because they were hungry for money but were knee-deep sunk in poverty and incapacitated to support their families. Rather than adopting online teaching and learning to continue education during COVID-19, students who lacked technological skills disapproved of it and turned to SE. The study recommends that employers must review lecturers' remunerations to motivate them to provide quality online teaching and learning. This study extends the conversation on SE, which had been confined to primary and high schools.

Scientific research is the important task of lecturers in universities. However, university lecturers often struggle to balance research and teaching and focus more on teaching than research. In addition, the motivation for lecturers to do research is a little. This article surveys lecturers at some universities in Vietnam to find the factors that motivate lecturers to do science. The motivating factors include intrinsic factors (creativity, passion…), extrinsic factors (financial, promotion ..), and barriers to the scientific research activities of lecturers. Research results show that intrinsic and extrinsic factors positively impact the scientific research activities of lecturers, and the barrier factors negatively affect the research activities of lectures. Based on the research results, the authors make some suggestions to strengthen further the research activities of lecturers at universities in Vietnam.

The objective of the study is to investigate the impact of perceived organisational support (POS) on the turnover intention of academicians. Additionally, it explores the potential mediating role of perceived values of artificial intelligence (PVAI) in the relationship between POS and turnover intention among teaching faculty members in private educational institutions. The data for the study was collected from faculty members currently employed in educational institutions in India, and a self-administered survey was utilised. A purposive sampling technique was employed to select a sample of 210 teaching faculty members from educational institutions. The results indicate that employees' intentions to leave their jobs are influenced by their POS and PVAI. This implies that academicians' turnover intention decreases when they perceive higher levels of POS and PVAI in their workplace. Furthermore, the findings suggest that PVAI partially mediates the relationship between POS and employee turnover intention.

Purpose: This study examines the management practices and alignment features needed to develop academic staff's careers, mainly focusing on teaching competencies in the evolving landscape of Cambodian public universities. Design/methodology/approach: A multiple-case research design was adopted to collect data from interviews with 11 academic leaders and focus-group discussions (FGDs) with 13 academic teachers at two public universities in provincial Cambodia. A thematic approach was performed to code and analyse data to address the research questions. Findings: This study found that the management of academic careers in the selected universities was hybrid, deregulating state control to relative institutional autonomy for contracted employees but rather centralised management for civil servants. However, weak institutional leadership and negligence in formulating comprehensive institutional guidelines for strategic human resource management (HRM) have caused misalignments of management practices to develop academic careers in the studied contexts. Research limitations/implications: This case study limits its findings to two universities in provincial Cambodia. Nevertheless, this study adds to the scarce literature on the research topic in Cambodian public universities and opens a path for cross-institutional and national comparative studies on similar foci. Originality/value: This is a ground-breaking study set in the evolving space of Cambodian public higher education, where attention to the research area remains limited.

Although international school teachers have always been hired on short-term contracts (usually from two to three years in duration), there has been relatively little research examining this aspect of international schooling. Whilst short-term contracts may appear to be a positive feature of international schooling, particularly for younger teachers who are keen to be mobile, recent studies have begun to examine the short-term as a feature of precarity and the precaritisation of international schooling. This paper adds to this small but growing body of scholarship by focusing on contract non-renewal as a form of international school precarity. In order to explore this issue, this paper utilises autoethnography, drawing on the author's experiences of contract renewal in an internationalised school in Shanghai, as well as interviews with two participants. Whilst the author's experiences of precarity as a foreign teacher in China were characterised by vulnerability and discrimination, his positionality as a white, British male teacher enabled him to negotiate contract non-renewal relatively easily, something that women teachers or minority groups might be unable to do due to the differential nature of precarity. Despite being privileged, white male international school teachers must still negotiate contractual employment and diminished white-skin privilege. This paper goes some way to bringing into focus white male teachers' "precarious privilege".

Honduras' progress on educational outcomes has lagged behind other Latin American countries in recent years, including educational access for marginalized populations, high school dropout, and performance gaps across the K-12 spectrum (Adelman & Székely, 2017). Studies have suggested that lack of government investment in education (Ministerios de Hacienda y Finanzas, 2019) and pervasive corruption (Beiser, 2015; Ernst, 2019; Fontana, 2008) may contribute to the mismanagement of educational funds and poor outcomes. The present study focuses on less commonly researched challenges which may affect school quality by exploring educator's compensation experiences in community versus government managed schools. Surveys were collected from 63 teachers from six Programa Hondureño de Educación Comunitaria (PROHECO) schools and four non- PROHECO government schools. Our findings show greater frequency and length of salary delays for PROHECO teachers and consider how the statistical differences may relate to clientelist practices and impact teacher morale. We conclude with a call for further research on school quality focused on the impact of educator work, hiring, and compensation practices on educator quality and students' educational outcomes.

The crisis of teacher shortages in Anglophone nation states can no longer be ignored as this long-term issue has been compounded by the pandemic. Growing evidence of the challenges of attracting and retaining a teaching workforce is now foregrounded in education policy internationally. This issue provides increased impetus for studying teacher motivations and principal dispositions particularly in relation to roles in hard-to-staff schools that tend to be in disadvantaged or rural communities in terms of how policies are received and enacted. This mixed methods study examined a teacher financial incentive (TFI) scheme aimed at facilitating the appointment of qualified teachers in hard-to-staff government schools in Victoria, Australia. Although evidence of TFI scheme's effects and effectiveness as a policy solution to teacher shortages is limited, TFI schemes are widespread internationally. Our study shows that while the Victorian TFI scheme resulted in successful appointments for most participating schools, a financial incentive was only one among many other policy settings, personal and professional factors and other motivations informing teachers' decisions to apply for a TFI position and the recruitment practices of principals.

The expansion of higher education through the privatisation of funding sources raises a question regarding socioeconomic inequality in participation in higher education. To explore mechanisms of educational inequality, this study examines how different indicators of socioeconomic background work together to influence both participation in higher education and student loan uptake via a longitudinal survey of students and their mothers in Japan. The results showed that: first, parental education, household income, and savings independently affect the chance of attending a higher education institute; second, parental education and economic resources have an interaction effect in that high parental education mitigates the impact of economic resources; third, this compensation between different resources occurs by taking advantage of student loans. Students from families with lower economic resources but high parental education are more likely to be the beneficiaries of student loans.

Purpose: This study aims to examine the effects of vocational training programs for people with disabilities on their income. Design/methodology/approach: It conducted a multinomial regression analysis of 10,469 survey responses from 31 provincial administrative areas in mainland China. Findings: It finds the following antecedents all influence the trainees' self-reported income, including their perception of the quality of the program, the training subject, the degree of consistency between their current job and this subject, their employment sector, their motivation and access to training resources and the geographical location of the program. Research limitations/implications: The findings are not representative of people with disabilities across mainland China because the respondents were not randomly sampled. Practical implications: The findings suggest that to increase the income of people with disabilities, the training can be designed according to the needs of employers by teaching subjects relevant to the needs of the labor market, reaching out to motivated trainees and enhancing the quality of training. Training institutions, employers and governments are recommended to work together to integrate class-based learning with workplace-based learning and practices. More training resources can be devoted to the self-employed people with disabilities or those who operate in the informal sector and are in less-developed areas. Social implications: The improvement of employment opportunities and income of people with disabilities supports the safeguarding of their social economic rights and the building of an inclusive society. Originality/value: Few studies have empirically explored and explained the effects of vocational training programs on people with disabilities' income. This article fills this gap by assessing the performance of China's vocational training programs funded by the Federation of Disabled Persons at all levels.

This article explores an important aspect of academic precarity: the use of fixed-term contract researchers as factotums within universities. The practice can be defined as the taking-on of tasks that are outside of core research activities, including substantial amounts of time spent teaching, supervising students and preparing research proposals, often at the behest of tenured staff members, reflecting existing power dynamics within the organisation. At a theoretical level, it is argued that this aspect of academic precarity reflects various forms of ambivalence in researchers' lives, creating tensions in addition to expanding their workloads. Using evidence from 54 interviews with researchers of at least five years' experience and based at research units in Portugal, conducted during 2022 and 2023, it is possible to illustrate various aspects of academic precarity and ambivalence, with different responses from researchers including acceptance of and resistance towards the factotum role.

Teaching quality assurance has become a common concern and a common pursuit for institutions of higher learning around the world. This paper takes teaching quality as a governance issue in higher education, as different governance systems entail different approaches to quality assurance. Through a detailed examination of the Chinese system in teaching administration in comparison with the Canadian system, this study aims to provide insights on different approaches to teaching quality assurance in more centralised and decentralised governance structures. Based on the findings of this study, no winner can be declared between centralised and decentralised systems in the area of teaching quality assurance. Instead, the study points to different strengths in each system. With more local autonomy, the decentralised system better respects disciplinary uniqueness and academic freedom in teaching. With more national planning, the centralised system secures a system-wide threshold in teaching quality and an optimal long-term development.

Industry commitment plays a vital role in vocational education programs, especially in vocational high schools. The involvement of the industry is the key to the success of implementing vocational education. However, how to measure industry commitment in vocational learning is still not discussed. This study aimed to develop and test the validity of an industry commitment questionnaire. The industrial commitment questionnaire validation test gradually used three techniques, namely, content validity test, pilot test, and confirmatory factor analysis (CFA). The respondents were 390 culinary students of seven state vocational schools in Yogyakarta Special Region Province, Indonesia. This study revealed that industrial commitment can be measured by 12 items of industry commitment questionnaire consisting of four career opportunity items, two performance assessment items, four involvement/participation items, and two empowerment items. This study fills a gap in the assessment of industry commitment to engagement in vocational education programs. This study has implications for vocational education practitioners to evaluate the extent of industry commitment to vocational education programs.

The aim of the study reported on here was to evaluate the roles of supervisors in the implementation of the Integrated Quality Management System (IQMS) in South African schools. The supervisors are the School Management Teams (SMTs), namely principals, deputy principals, or heads of department (HoD), circuit managers, and district coordinators. We followed a qualitative approach to evaluate the implementation of the IQMS based on supervisors' perspectives. A case study research design was used with an interpretive paradigm to evaluate the day-to-day practices of the IQMS. The population in this study consisted of 38 supervisors (circuit managers, principals, deputy principals and HoDs). Purposive sampling was used to select 12 participants who have been supervisors in the past 10 years. Data were collected through individual semi-structured interviews and document analysis. Kolb's learning theory was used as a theoretical lens to evaluate how the IQMS was applied in the circuit under study. Thematic analysis was used to analyse the data. The study revealed that there was no proper implementation of the IQMS in schools. Teachers conducted the IQMS for monetary reward instead of quality assurance. We conclude that the roles and responsibilities of supervisors are crucial during the implementation of the IQMS in schools, and that a huge discrepancy existed between the perceptions of supervisors and educators. We recommend that continuous training for both supervisors and educators is necessary for better implementation.

Teacher motivation is by and large the major determinant of students' success during the schooling process. This is primarily because a motivated teacher is likely to be more engaged and enthusiastic in the workplace. Kenya's education sector has in the recent past experienced industrial disharmony which has been occasioned by teachers' demand for higher remuneration. This demand, however, could be a pointer to the existence of other unmet needs among teachers in the country. This is what informed the study whose overall objective was to determine whether besides compensation other factors, specifically work environment, opportunities for career progression, performance appraisal, recognition and training opportunities could also be impacting teachers' motivation in public secondary schools in the country. Additionally, the study sought to establish the relative influence of the six factors (predictor variables) on teachers' motivation (criteria variable). Data were collected through a self-delivered questionnaire from 255 teachers who were randomly selected from 752 teachers in public secondary schools in Kwale County. Data were analyzed by way of arithmetic mean and multiple regression analysis at 0.05 alpha level. The findings demonstrated that the factor that had the highest teachers' motivation impact was opportunities for career progression (mean=3.720; [beta]=0.238), followed by compensation (mean=3.477; [beta]=0.175), recognition (mean =2.489; [beta]=0.0168), performance appraisal (mean =2.410; [beta]=0.120), training opportunities (mean=2.388; [beta]=0.075) and lastly work environment (mean =2.053; [beta]=0.041).The six predictor variables accounted for 81% of total variation in teachers' motivation. These findings have important lessons and implications for teachers' motivation in the country. Specifically, teacher managers at the school and national level should rethink their approach to teachers' motivation. In particular, they need to not only focus on teacher remuneration but also the unmet needs in areas relating to work environment, performance appraisal, training opportunities and recognition.

We examine whether the effects of research impact on faculty compensation and promotion to full professor differ for male and female associate and full professors in the Faculty of Medicine & Dentistry at the University of Alberta. We exclude faculty with MDs and DDSs and proxy for research impact using the faculty member's h-index, where h represents the number of publications that have been cited at least h times. We find that while the compensation of male faculty members increases by 0.6% for every one-unit increase in the h-index, the compensation of female faculty is essentially uncorrelated with their h-indices. We likewise find that for female faculty to be promoted to full professor they have to have higher research impact proxies than their male peers. Our findings highlight the urgent need for more research on the gendered relationships between research impact and career rewards among faculty.

The main intent of the present research is to explore the particular practices of human resource management (HRM) to impact on sustainable assurance in quality higher education. Specifically, how promotion opportunity, performance appraisal, work condition and payment package influence teachers' job satisfaction which, in consequence, impacts on education quality in the private universities. To attain this objective, this research applies the two factor theory of Herzberg as its theory background. Data (n = 517) were collected from 21 private universities' faculty following the technique of random sampling. The study analyzed the data utilizing structural equation modeling through the analysis of moment structure. Results demonstrate that all four HRM variables are statistically positively significant to influence faculty job satisfaction. It also indicates that faculty job satisfaction also influence positively quality education. The study also indicates that if proper HRM practices are nurtured in private higher education institutes (HEIs) that will enhance faculty satisfaction which will sustain the development of quality education.

Available reports provide an account of academic staff's poor job performance in higher education institutions and universities in particular. Consequently, a growing body of research has been attracted to this area, including those seeking ways to understand the problem and others aimed at proffering solutions. This study contributes to the literature by investigating the influence of occupational stress on the job performance of academic staff in universities. Three null hypotheses directed the study in line with the quantitative ex-post facto research design. A sample of 150 respondents was obtained using the systematic random sampling technique from a population of 400 lecturers in the Faculty of Education from two public universities in Nigeria. A 31-item questionnaire was used for data collection. The null hypotheses were tested at the .05 alpha level using simple linear regression analysis. It was revealed that remuneration is a significant positive predictor of academic staff job performance. The prediction of workload was negatively non-significant on the job performance of academics. The provision of institutional amenities has a positive but non-significant prediction on academic staff job performance in the two public universities. It was concluded that occupational stress significantly influences the job performance of lecturers in universities. The study recommended that the government constantly pay lecturers' salaries as and when due. Institutional managers should reward lecturers with outstanding performance to boost their morale for effective service delivery.

The research focused on job satisfaction among faculty members at the University of Liberia, Monrovia, Liberia. The objectives of the study included assessing the level of job satisfaction and dissatisfaction at the University of Liberia and identifying the factors of job dissatisfaction of the lecturers. The investigation was carried out using the quantitative approach. The respondents were given questionnaires as part of this. A wide range of diverse factors, such as impacts, attitudes, views, preferences, and behaviors, may be learned about using surveys. Surveys often offer a quite simple and effective way to acquire a lot of data (Graveter & Forzano, 2006). The major indicators used to do the assessment were based on the framework of the literature which will include: (1) the level of job satisfaction and dissatisfaction among the faculty members; (2) the factors responsible for the satisfaction and dissatisfaction. The researcher adopted a simple random sampling technique in selecting the required respondents for this research. It was found that job satisfaction is very poor among the members of the faculty of the University of Liberia and that the factors responsible for job dissatisfaction at the University of Liberia include low remuneration and poor general conditions as compared to those in administration and others in other sectors. It was recommended that the administration of the University of Liberia should increase the salaries of the faculty members in direct proportion to their qualifications and that the administration should improve the general working conditions of the faculty.

Upcoming changes in the teacher labor supply will have an impact on nations that provide government-based education for their youth. Faced with a significant global shortfall of educators, most countries have taken steps to incentivize teaching as a profession and ensure that qualified teachers are available to students in all locations -- particularly in rural environments. To understand these initiatives more thoroughly, a short-term policy analysis focused on incentives for teacher labor through a lens of governmental policy implementation has been completed. This resulted in a review of the efforts three nations (Australia, the United States and Zambia) have undertaken to ensure a viable and consistent teacher workforce in rural areas. While each nation has specific factors that contribute to current and projected shortages, each also provides unique solutions to assist in resolving this ongoing issue. Through the examination of multiple hiring factors and incentives used in each location, a better understanding of the specific challenges and strategies employed to secure a viable teaching workforce has been developed. Outcomes related to this policy analysis showed commonalities in the lack of developed strategies to prepare rural educators to address teacher shortages in more remote regions. In addition, while education leaders in each country continue to publicly call for additional support for rural teachers -- very little legislation or policy implementation has been enacted to bolster this subsection of public education in any of the specified nations. Additional discussion about the long-term concerns regarding rural teacher supply and student equity is also developed.

The COVID-19 pandemic has forced us to change all aspects of our lives, including higher education. As a result, lecturers get an impact in terms of technology literacy obligations. This situation certainly affects their performance in implementing the Tri Dharma of Higher Education. The purpose of this study is to analyze the factors that affect the performance of lecturers during the COVID-19 pandemic. These factors include age, education, motivation, satisfaction, perception of appreciation, supervision, learning facilities, and technological literacy. The method for collecting data was questionnaires and open interviews with 150 lecturer respondents at a university. Furthermore, the data obtained were analyzed using a logistic regression model, where the parameter estimation was conducted using a genetic algorithm. The estimation process is assisted by Matlab 7.0 software. The results of the analysis show that the factors of age, education, motivation, satisfaction, perception of supervision, learning facilities, and technological literacy have a significant effect on lecturer performance. This study implies that the University needs to consider significant factors for improving lecturers' performance so that teaching and learning activities can run effectively.

Peer educators, central to the work we do in academic support and more broadly in higher education, have deep impacts on student learning, development, and success. The ways that academic support professionals in the field make sense of their relationships with peer educators can impact the structure, function, and efficacy of support programs and services. This exploratory project provides the first empirical study that attempts to understand how professionals conceptualize their relationships with peer educators. Based on an expansive survey deployed across Canada and the United States, key findings include an inconsistent lexicon, a complex set of power dynamics, and an array of unacknowledged assumptions about these relationships. A critical examination of these power dynamics and assumptions may help practitioners further enhance their programming.

This study explored the effect of compensation on teachers' turnover intention mediated by organizational commitment. The research data was collected by a questionnaire through the survey methods toward 207 honorary teachers of a private school in Indonesia. Data analysis employed path analysis, supported by descriptive statistics and a correlational matrix. The result indicated that compensation significantly affects teachers' turnover intention meditating by organizational commitment. This study also found a fit research model that can discuss among researchers and practitioners as references/discourse or a strategy for mitigating turnover intention in various contexts and research fields.

The members of the governing boards of schools, colleges which provide vocational education and training, and universities in the UK have traditionally been volunteers. In some contexts, however, for example, colleges in Northern Ireland, governors are now paid. Whether volunteer governors in other or all settings should be remunerated is the subject of debate. This article analyses the various aspects of that debate. It considers the nature of volunteering; the socio-political context of volunteering; and the growing momentum for the remuneration of governors of all UK educational institutions. The article also considers the arguments for and against governor remuneration, which include remuneration and: the way governors and the governing of educational institutions are valued; the visibility of governing; governor recruitment; the diversity of governing board membership; the quality of governing; the remuneration of other publicly funded agencies and organisations; the accountability governors experience in their role; the market for school governors; and whether a policy which implemented governor remuneration could be reversed. The article also considers aspects that would need to be resolved in practice: who would be paid and for what; the level of remuneration; the funding of governor remuneration; and the organisation of remuneration.

This study was a descriptive qualitative research. The respondents of were headmasters, human resource (HR) coordinators, teachers and special guide teachers. Data were collected through observation, interview, and documentation. Data were validated using source and method triangulations. Data were then analyzed. The results are as follows: 1) HR planning started from needs preparation, recruitment, selection, placement, orientation and adaptation to the new workplaces. The difference is found in SDIT Al Irsyad Al Islamiyyah 2 Purwokerto compared to the other two elementary schools. The recruitment of its new employees at all levels is carried out by the Committee of Education and Teaching from recruitment to orientation stages; 2) HR development is basically the same, i.e. through education or training. The difference is also found in SDIT Al Irsyad Al Islamiyyah 2 Purwokerto, where it provides scholarships; 3) HR evaluation is implemented by the headmasters regularly every semester in the form of classroom supervision and administration; 4) Compensation and other benefits received by employees depend on the employees' work term, types of employees (job training employees, non-permanent employees, permanent employees, and school headmasters).

This paper seeks to contribute a fresh perspective meant to enrich the current limited discourse on teacher retention and attrition in Sub Saharan Africa particularly in Eritrea. Factors leading to teachers' retention and attrition in middle and secondary schools in Eritrea are discussed. Results of an in-depth semi-structured interview with thirteen teachers in five purposefully selected schools show that low remuneration, poor school leadership, school-home distance, and placement without preference & interest are factors for teacher attrition. Conversely, meagre alternative employment opportunities, love of the profession, and love of the school children play a crucial role in teachers' persistence in their profession. Although the study was carried out among few teachers and few schools, the findings present valuable discoveries useful for policymakers, school leaders, and stakeholders in the struggle for retaining quality teachers in the schools.

An essential aspect of higher education institutions' academic curricula for engineering courses is the students' industrial internship programs. In the literature, it is well accepted that such programs provide valuable learning outcomes and increase the graduates' employment prospects. Thus, it is paramount to evaluate the internship programs' quality to identify opportunities to improve their design and implementation. However, that evaluation typically depends on self-designed academic assessment surveys of questionable validity. The purpose of this paper is to assess engineering students' perceptions of their internship experiences. For that purpose, the validation of a recently adapted version of the Work Experience Questionnaire (WEQ) was carried out on a sample of 447 engineering students that participated in industrial internship programs offered by Portuguese public universities and polytechnic schools. A confirmatory factor analysis was performed to confirm the suitability of the model proposed by the WEQ's authors on this study's sample. The psychometric qualities were evaluated through convergent and discriminant validity. The results showed that the model fit the sample well, and convergent and discriminant validity was established. The general competencies subscale was the most important for the participants--specifically, the competency of solving problems. Differences concerning the WEQ and gender, company size, and compensation were found and discussed. This study provides researchers in the field with a new tool validated explicitly for engineering students.

Policy discourse on graduate internships rests on the assumption that, paid or unpaid, they improve the employability of interns. Employing data from a survey of UK creative and mass communications graduates, surveyed two to six years after graduation, this article examines the impact of graduate internships on subsequent job prospects. While paid internships are associated with better pay and increased chances of having a creative or graduate-level job, unpaid internships are not, and are associated with lower pay in the short to medium term. Findings contribute to theory by challenging the 'stepping stone' view of unpaid internships and much policy discussion about these. Results reinforce, with enhanced specificity about the role internships play in the graduate labour market, theories that characterise the graduate labour market as a 'positional' hierarchy of opportunities rather than a labour market that is essentially meritocratic in nature.

In this study, we contribute to the limited database on the perspectives of service providers including teachers, speech therapists, occupational therapists, and psychologists working with students with ASD in Iran. Specifically, we examined the types of supports received, challenges faced, the collaboration between providers and families, and overall job satisfaction. Data in this qualitative study were gathered through the use of semi-structured, open-ended individual interviews conducted remotely and were analyzed using thematic analysis to identify patterns of meaning. Overall, findings indicated that most participants felt unsupported in their role as service provider and identified a number of challenges to effectively perform their jobs. These challenges included lack of appropriate space and/or equipment, training, financial compensation, and support for families. Positive aspects of the job include collaborating effectively with other professionals and overall job satisfaction. Implications for educational and governmental agencies are provided, along with limitations of the study and suggestions for future research.

This paper provides novel evidence on how a sharp increase in labor force participation among older women affects the provision of informal care to their older parents. Based on data from Understanding Society -- The UK Household Longitudinal Study, we use an instrumental variable approach that exploits a unique reform that increased the female State Pension age by up to six years. Our results provide evidence of a trade-off between the intensive margin of work and informal care provided outside the household: an increase of 10 hours of work per week reduces the provision of informal care by 2.1 hours a week, which amounts to roughly £2,100 of yearly care-hours lost. This reduction in caregiving is largest among women working in physically or psychosocially demanding jobs, and "sandwich generation" women who have both a living grandchild and a parent alive. Using data from the English Longitudinal Study of Ageing, we show that older parents whose daughters became ineligible to claim their pensions experienced a significant reduction in the amount of care they receive from their daughters, which was not compensated by an increase in formal care or other sources of support. Our results suggest that policies that increase older workers' labor supply require changes in long-term care policy that compensate for the loss of informal care.

The role of Higher Educational Institutions (HEIs) in preparing human resource for local, national and global sustainable development is paramount. Such role can be adequately performed by competent staff who are satisfied with their jobs. This study determined the extent of the relationship between job satisfaction and characteristics in public HEIs in Ghana. The study employed the cross-sectional survey design. Factor analysis and canonical correlation analysis were applied to the data collected from three categories of staff from four public universities constituting a sample size of 452. Results show that social status, recognition, remuneration and conducive work environment informed their job satisfaction. For the dimensions of job characteristics, the most important was the variety of tasks performed on the job, followed by the feedback employees received from the job outcomes. The other three dimensions were task significance, autonomy and task identity. A positive canonical correlation existed between the first canonical pair of functions, suggesting a significant relationship between the two sets of solutions. There was a possible negative relationship between remuneration and a combination of task significance and task identity. The recommendations involved leadership providing adequate information on activities, motivation packages, feedback and conducive workplace environment to the staff.

Human resource climate plays an important role in associating people with their organizations. However, there is a lack of empirical evidence about how faculty perceives components of the HR system, particularly in higher educational institutions. The aim of this paper is to explore the factors of HR climate and study their association with faculty retention in different Indian universities. The data for this study was collected through structured questionnaire administered to 306 faculty members of universities and their responses were analyzed using SPSS and AMOS. The results revealed that mentoring, professional development and compensation were perceived as major components of the HR climate. Of these three, mentoring and professional development played a significant role in predicting faculty retention. The post-hoc results showed that the factors varied in their significance according to the university type. These findings suggest that Indian universities lack a formal HR system and the need to integrate HR departments in the university environment is strongly recommended.

Involuntary resettlement is inevitable in development practices. It refers to a process of moving people to a different place because of government development project. Beyond the conventional studies on involuntary resettlement which usually focus on the issue of fair and just compensations, this study aims to investigate the critical values of community education for resettlement. Using the Risk/Needs/Responsively Model (R-N-R Model) as its conceptual framework, this study has two purposes. First, whether the implementation of resettlement program in "West Tarum Canal" (WTC) complies with procedures and principles agreed by ADB and GOI in their loan agreement. Second, whether the level of livelihood of affected households after relocation are better off. Accordingly, this study deals with three specific questions i.e. whether the compensation paid is fair and just, whether the conducted training is impactful, and whether the assistance and facilitation provided are helpful. This study employs quantitative research designs. As many as 270 out of 1047 affected households (AHs) dwelling along WTC, are randomly selected as sample. Questionnaires combined with systematic observations, series of FGDs, and structured in-depth interviews are used as instruments for collecting data. Results show that, the implementation of resettlement in WTC is not comply with the set principles and procedures. The livelihood of AHs is not better off after relocations. More specific it is concluded that, the compensation payment given is not fair and just, training programs delivered are not impactful, and assistance and facilitation provided are not helpful. This study ends up with an emergency call for inserting community civic education into resettlement program to replace conventional training and facilitation programs. Further study on understanding the root of community virtuous citizenship, or lack of it, is recommended.

The purpose of this paper is two-fold. First, how do specific HRM practices such as faculty job security, compensation and job autonomy relate with commitment behaviour which, in turn, affects quality education? Second, how does faculty commitment behaviour play a mediating role in the links between those specific HRM practices and quality education? To answer these questions, a theoretical framework using the sidebet theory as its basis was established. Using measurement scales created to assess different aspects of job security, compensation, job autonomy, commitment behaviour of the faculty members and quality education, a survey instrument was developed to test various hypotheses implied by the side-bet theory. Data (n=516) were collected from 20 business schools in private universities in Bangladesh and the analysis of this data-set helps answer questions about the relationships between afore-mentioned HR constructs and quality education. The findings suggest that the faculty commitment behaviour significantly mediates between quality education and faculty job security, compensation and job autonomy in the private universities in Bangladesh.

There is a growing divide between ongoing and precarious academics in Australia. Precarious academics are often exploited, underpaid, and have little hope of gaining permanency. In this article we offer suggestions to ongoing academics on how to improve the working lives and conditions of precarious colleagues. Our suggestions range from easy and straightforward to more challenging. We offer them to encourage discussion and action, and to inspire ongoing academics to consider how the circumstances of precarious academics today may differ from their own experiences as 'early career' academics. [This article was written by the Academic Precariat.]