Although internationally there is a growing interest in strategic human resource management (SHRM) in the educational context, few studies explored SHRM in schools. This qualitative study explores if five common human resource management (HRM) practices (i.e. recruitment and selection, assignment, evaluation, rewards, and development) are aligned with schools’ strategic planning and individual teacher needs. The analysis is based on 194 semi-structured interviews with school leaders and school team members in 24 schools in Flanders (Belgium). After a within-case analysis, a classification was made for each school for each HRM practice under investigation based on a classification scheme indicating the strategic focus per HRM practice. The cross-case analysis shows that for some HRM practices the alignment with school’s strategic planning and individual teacher needs is identified in more schools (e.g. for ‘professional development’) than for other practices (e.g. for ‘rewards’). The findings of this study contribute to our understanding of SHRM within the education sector and provide schools with tools to invest in SHRM.

尽管在国际上对教育方面的战略性人力资源管理（SHRM）越来越感兴趣，但很少有研究探索学校中的SHRM。这项定性研究探讨了五种常见的人力资源管理（HRM）做法（即招募和选拔，分配，评估，奖励和发展）是否与学校的战略计划和教师个人需求保持一致。该分析基于对比利时佛兰德斯24所学校的学校领导和学校团队成员进行的194次半结构化访谈。在案例内分析之后，根据指示每项人力资源管理实践的战略重点的分类方案，为每个学校针对所调查的每种人力资源管理实践进行了分类。跨案例分析表明，与其他实践（例如“奖励”）相比，在更多学校（例如“专业发展”）中发现了与某些人力资源管理实践相一致的学校的战略规划和教师个人需求。这项研究的结果有助于我们了解教育部门对人力资源管理的知识，并为学校提供投资人力资源管理的工具。