<![CDATA[This study aims to analyze the relationship between Human Resource Management (HRM) functions and the professionalism of educators, describe the implementation of these functions, and develop a synthesis of effective HRM strategies in the era of digital transformation. The method used is qualitative, employing a literature review approach. The data corpus was obtained through a documentation process of secondary data consisting of 25 accredited scientific journals from 2020 to 2025, which were critically screened based on thematic relevance and source credibility. Data analysis was conducted using a descriptive qualitative approach, adopting Miles and Huberman’s interactive analysis model, which includes data reduction, data presentation, and drawing conclusions. The results of the study indicate that HRM functions, particularly work motivation (????= 0.67) and fair compensation (R² = 0.72), have a positive correlation and a strong relationship with the improvement of educators’ pedagogical competencies. Performance evaluations conducted through periodic supervision four times a year effectively boosted 78% of educators’ digital proficiency, although training efforts remain inconsistent due to administrative barriers and the lack of ongoing support. The study’s conclusions highlight the novel finding that the failure to adapt to digital technologies is not caused by educators’ resistance to technology, but rather by the fragile integration between HRMS subsystems and the high bureaucratic burden that triggers technostress. As a result, the acceleration of educators’ professionalism toward the Society 5.0 era requires a restructuring of macro-level governance and transformational leadership to realign schools’ focus from administrative formalities toward the holistic cultivation of intrinsic motivation.]]>
