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Journal : Journal of Educational Management Research

Bridging the Divide: Human Resource Challenges in the Education Sector of Developing Nation Harmita; Silvia Marniati; M Nasruddin; Muazza; Aprillitzavivayarti
Journal of Educational Management Research Vol. 4 No. 4 (2025)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v4i4.1377

Abstract

Human resource (HR) management in Indonesia’s education sector continues to face persistent challenges that directly influence the quality of national education. This study aims to analyze problems related to employment disparities between civil servant (PNS) and honorary teachers, unequal teacher distribution, recruitment quality, and welfare issues in educational institutions. Using a literature review method, the research synthesizes data from books, academic journals, and official government documents to identify key patterns and policy gaps. The results show that disparities in employment status create inequality in job security and motivation, while recruitment and placement often fail to reflect competency-based standards. Moreover, inadequate welfare and professional development opportunities significantly affect teacher satisfaction and performance. Therefore, this study emphasizes the need for comprehensive HR reforms in education to ensure equity, professionalism, and sustainable development among educators.
The Assessment Center Strategy in Educator Selection to Improve the Quality of Education in New Schools Wahyuningsih, Sri Wulan; Khikmah, Siti Futukhatul; Harliawan; Muazza; Aprillitzavivayarti
Journal of Educational Management Research Vol. 4 No. 6 (2025)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v4i6.1568

Abstract

This study analyzes the use of the Assessment Center strategy to select educators and strengthen the quality of human resources in new schools. The recruitment of qualified teaching staff is crucial, yet conventional selection methods, such as administrative reviews and general interviews, often fail to assess the holistic competencies required of professional educators. This literature-based study synthesizes findings from scientific journals, books, and academic reports to examine the effectiveness of Assessment Center components, including competency-based interviews, teaching simulations, and group discussions. Using a descriptive analysis approach, the study evaluates how these components assess cognitive, pedagogical, social, and personality competencies in an integrated manner. The findings show that Assessment Centers provide a more objective, valid, and comprehensive evaluation compared to traditional methods. They enable schools to identify prospective educators whose skills, values, and behavioral characteristics align with institutional needs and cultural expectations. This strategy enhances the accuracy of recruitment decisions and supports the development of a professional, collaborative, and reflective teaching workforce. The study concludes that Assessment Centers are an effective tool for improving the quality of educator selection and can serve as a strategic foundation for building quality-oriented education in new schools.