Barriers to Collaboration between School Teachers and Child Care Workers: Implications for HRM and School Leadership

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  • Author(s): Rachel Verheijen-Tiemstra (ORCID Rachel Verheijen-Tiemstra (ORCID 0000-0002-6235-2285); Anje Ros (ORCID Anje Ros (ORCID 0000-0002-3502-3806); Marc Vermeulen (ORCID Marc Vermeulen (ORCID 0009-0002-9836-5966); Rob F. Poell (ORCID Rob F. Poell (ORCID 0000-0002-1954-3668)
  • Language:
    English
  • Source:
    International Journal of Educational Management. 2024 38(1):96-114.
  • Publication Date:
    2024
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: [email protected]; Web site: http://www.emerald.com/insight
    • Peer Reviewed:
      Y
    • Source:
      19
    • Education Level:
      Elementary Education
      Early Childhood Education
    • Subject Terms:
      Foreign Countries; Elementary School Teachers; Child Care Centers; Child Caregivers; Early Childhood Teachers; Cooperation; Faculty Development; Administrators
    • Subject Terms:
      Netherlands
    • Accession Number:
      10.1108/IJEM-04-2023-0169
    • ISSN:
      0951-354X
      1758-6518
    • Abstract:
      Purpose: Whilst an urgent need for collaboration is increasingly seen in education to better respond to socio-educational challenges, in practice, collaboration between primary school teachers and their partners is hampered by barriers. The aim of this study is to shed light on these barriers from a human resource management (HRM) angle, using the ability, motivation and opportunity (AMO) framework. Design/methodology/approach: Quantitative and qualitative data were collected amongst staff in 16 child centres offering joint pre-school, education and childcare. Findings: The authors' findings suggest that in general, both teachers and childcare workers perceive themselves as skilled and motivated for collaboration. They perceive aspects of opportunity to perform as most important barriers. Practical implications: Based on this research, school leaders are advised to organise opportunities for collaboration, especially by fostering an inclusive organisational climate and scheduling sufficient time for collaboration. Originality/value: This paper contributes to the relatively scarce body of research on HRM within the education sector. Furthermore, it illustrates the applicability of the AMO model for gaining insight into how educational management can be utilised to foster increased collaboration between teachers and childcare workers.
    • Abstract:
      As Provided
    • Publication Date:
      2024
    • Accession Number:
      EJ1407719