Essentially, his research encompasses job quality practices and its effect on employees as it relates to industrial psychology theories (i.e., job satisfaction, pay satisfaction, and motivation), administrative hiring practices, state policy, and their relationship with student achievement and employment metrics. His primary research area is school human resources practices and school finance issues in K-12 educational environments.
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He has professional experience in South Carolina’s public school system serving as a teacher, coach, and school administrator. in Educational Leadership Program Coordinator at Bagwell College of Education’s Department of Educational Leadership at Kennesaw State University. David Buckman is an Associate Professor of Educational Leadership and Ed.S.
As a “user-inspired” research-practice journal, published articles are a blend of empirical, scholarly, and field-based reflection addressing contemporary human resource and finance issues in education, spanning across the P-20 continuum."ĭr. The aim for the journal is to leverage the capacity of the collective academic and professional practitioner community to help solve some of the most pressing human and fiscal resource problems in education. Given the interrelated nature of funding and personnel issues, the journal also has a special focus on topics related to education finance. JEHR is a quarterly, peer-reviewed journal and provides research, analysis, case studies, and field-based commentary on human resource issues (e.g., professional development, evaluation, compensation, hiring, leadership) in the education sector. Based on the evolving needs of the field, the journal has been reorganized and renamed the Journal of Education Human Resources (JEHR). "Practitioners, policymakers, consultants, researchers, and faculty have relied on the Journal of School Public Relations (JSPR) for cutting-edge ideas and current knowledge since 1975.
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This report discusses why teacher shortages matter, the policy initiatives that have been employed in response, the salience of administrative support for teacher retention, and how a new paradigm in education human resources management – known as Talent Centered Education Leadership (TCEL) – can optimally leverage administrative support to its full capacity.” Click to read the full paper.
Even before the onset of COVID-19, the decline in enrollment in teacher education programs coupled with rising teacher turnover (CERRA, 2019) have resulted in what some are calling the “teacher shortage crisis” in South Carolina (Thomas, 2018) and across the nation (National Commission on Teaching and America’s Future, 2003). “The COVID-19 pandemic of 2020 exacerbated pre-existing teacher staffing challenges across schools in the U.S., where escalating work-related uncertainty, stress, scrutiny, and safety concerns have resulted in elevated dissatisfaction with the education profession (Tran, Hardie & Cunningham, 2020).
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