Abstract
Strategic human capital management has emerged as a top priority in international education policy agendas. The expectations for schools, educators, school leadership and management are shifting. As such, nations are trying to develop new human capital management strategies better suited to respond to the demands of societies that are rapidly evolving. The process requires increasing the capacity of current and future school leaders to manage human capital strategically. School leadership is vital to achieving better perfomance by influencing teacher motivation and capacity, as well as the learning environment.
The study explored the thinking and practice of strategic management of human capital in Zimbabwean public secondary schools. The understanding that strategic human capital management in schools can lead to better outcomes for learners motivated the study. The study also investigated the perceptions and experiences of participants regarding human capital management practices in public secondary schools.
The study employed a qualitative research approach that followed the interpretivist paradigm. The Aspen framework on human capital, the resource-based view of the firm, the strategic talent management model and human capital theory collectively functioned as a theoretical framework for the study. A single case study design was employed at four purposefully selected public schools. Focus group discussions and individual semi-structured interviews were employed to gather data from principals, heads of departments and teachers. In addition, observations and document analysis were utilised to triangulate the data. All data generated were subjected to thematic analysis.
The study revealed that participants had negative perceptions and experiences of current human capital management practices in the schools under investigation. The study also found that the schools could not recruit, develop, and retain teachers. The principals faced challenges in strategically managing human capital in schools.
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Evidence pointed mainly to a lack of training and a lack of coherent support systems available for principals to manage human capital in schools in Zimbabwe strategically.
The study concluded that human capital management policy has no precise instrument that defines induction and professional development. Most public schools face significant challenges in managing human capital, hence the participants advocated for rethinking the role of the principal in education. The study recommends a change in human resources management policy to allow principals to recruit teachers and make induction and staff development mandatory in all schools. Such a bold move would pave the way for developing a human capital management system in public secondary schools relevant to the fourth industrial revolution (4IR). An investigation into human capital management in the 4IR is recommended for further study.