Measuring the teachers’ talent management

Abstract

Purpose

A crucial issue in educational management refers to helping teachers reach their full potential and manage their talents. Although managing talent is advised as an essential resource for organizational transformation to maximize performance and to promote a school’s knowledge capital increase, Teachers’ talent management (TTM) is not an agreed-upon concept in the literature. The aim of this study is threefold: (1) to propose a theoretical and operational TTM definition, (2) to develop a test to measure TTM and (3) to discuss the value of TTM implementation in educational settings.

Design/methodology/approach

A psychometric validation design according to international standards for test development is implemented. A cross-sectional intentional sampling with 200 schools is used for obtaining reliability and validity evidence. We operationalized TTM using 9 factors (10 items per factor, 6-point Likert scale): attraction, selection, development, retention, succession, climate, culture, evaluation and knowledge management.

Findings

Results show adequate evidence of reliability and validity, focusing on items' content and latent structure. The combined use of structural equation models (SEM) and psychometric networks (PN) detects a six-factor model with a test reduced version including 61 items, getting 64.28% of the total explained variance and adequate reliability indices and factor loadings.

Originality/value

The Teachers' Talent Management Assessment Test (TTMAT) can contribute educational institutions to create a culture of excellence and deliver the best possible education to their students. Educational transformation will only happen if teachers are professionalized, trained, motivated and supported to inspire and to guide their learners to reach their objectives and well-being.

Citation

Liechti García, N. and Sesé, A. (2024), "Measuring the teachers’ talent management", International Journal of Educational Management, Vol. 38 No. 2, pp. 568-586. https://doi.org/10.1108/IJEM-08-2023-0380