Designing a Sustainable Human Resource Development Model Based on In-Service Training of Education Staff

Abstract

Purpose: The present study aimed to design and validate a sustainable human resource development model based on in-service training of education staff.

Methods and Materials: This study employed a mixed-methods approach with an exploratory–descriptive design. In the qualitative phase, a systematic literature review and grounded theory methodology were used to identify the dimensions, components, and indicators of sustainable human resource development with an emphasis on in-service training. Data were collected through semi-structured interviews with 15 experts in educational human resource management, selected through purposive sampling until theoretical saturation was achieved. The qualitative data were analyzed using open, axial, and selective coding procedures in MAXQDA software. In the quantitative phase, a descriptive–survey method was applied to validate the proposed model. A researcher-developed questionnaire, designed based on qualitative findings and refined using the Delphi technique, was distributed among a randomly selected sample of 384 education staff. Data analysis was conducted using structural equation modeling in SmartPLS, and the reliability and validity of constructs were assessed using Cronbach’s alpha, composite reliability, average variance extracted, and goodness-of-fit indices.

Findings: The results of structural equation modeling confirmed the adequacy and strong fit of the proposed model, indicating significant relationships among the key constructs. In-service training was found to have a positive and significant effect on professional competency development, which in turn significantly influenced employee motivation, job satisfaction, and organizational commitment. Organizational culture and transparency demonstrated a significant positive relationship with both employee-related outcomes and employer branding. Human resource marketing and employer branding were also found to significantly enhance employee retention, satisfaction, and organizational performance. The overall model exhibited acceptable reliability and convergent validity, with all path coefficients being statistically significant, confirming the robustness of the conceptual framework.

Conclusion: The findings suggest that sustainable human resource development in educational organizations can be effectively achieved through the integration of in-service training, competency development, supportive organizational culture, and strategic employer branding. The validated model provides a comprehensive framework for enhancing employee performance, motivation, and organizational sustainability. By adopting a holistic and forward-looking approach to human resource management, educational institutions can improve their adaptability, strengthen their human capital, and achieve long-term organizational success.