The alignment of induction and evaluation of beginning teachers in secondary education: A strategic human resource management perspective

A strategic human resource management (HRM) perspective posits that HRM practices can be aligned in various ways to better achieve organizational goals. This qualitative study explores how teacher induction and beginning teacher evaluation are designed strategically within secondary schools. The analyses are based on 57 semistructured interviews with school leaders, beginning teachers, and mentors in 12 secondary schools in Flanders (Belgium). We identified highly strategic, moderately strategic, and non-strategic schools, that vary in the way they align induction and evaluation practices. Our findings provide tools to rhyme the conflicting goals of teacher induction and beginning teacher evaluation.