School Human Resource Development’s Policymaking Model: A Grounded Theory Study

The purpose of this study was to design a human resource development policymaking model in school with a Grounded Theory approach. This study was conducted with a qualitative approach and using semi-structured interview tools. The number of participants in this research was 25 experts who were selected by purposive sampling method. Content analysis based on the continuous comparison method of Strauss and Corbin was used to analyze the interview texts. Experts and participants in the research have been referred for data validation. The results of open, axial and selective coding showed: the core theme with the focus on the policymaking process, including: cyclical, pluralism in school, being up-to-date. Causal conditions include: developments, new needs, rising expectations, school inefficiencies; Contextual includes: government support for schools, school budget, social culture supporting the school; Mediating factors include: lack of school authority and high centralization, structural weakness in vocational training, e-learning infrastructure, lack of effective performance reward tools; Strategies include: increasing the academic level and professional skills of principals and policy makers, participation of school manpower in policy making, control and evaluation of school human resource development policies and programs, new organizational authorities, new performance reward tools; Consequences include: increasing the quality of education, school productivity, commitment and cooperation, parental satisfaction and improving the professional status of the school.