High performance work systems, employee creativity and organizational performance in the education sector
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Education is a key pillar of social and economic development. In recent years, this sector has come under increasing pressure to provide improved and more relevant services. High performance work systems (HPWS) are deemed critical in order to meet these demands. Additionally, teachers are expected to be more creative in approaching their work which, it is argued, will improve performance at the school level. Nevertheless, little research has been conducted to understand how to enhance employee creativity, and whether creativity will improve the education sector’s organizational performance. In addressing this gap, we conducted research in the education sector in China, collecting data from 59 public schools, over 1,000 teachers and just under 5,000 students. This multi-source dataset was analysed utilizing three-level structural equation modelling. The results support our hypotheses that HPWS enhance teacher creativity and subsequently improve student quality of school life indirectly through teacher job performance. The findings provide new insights into the value of strategic human resource management and the importance of creativity in the education sector.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it