Strategic Human Resource Management as an Evaluative Mechanism for Teacher Competency Development in Digitally Mediated Schools

This study examines how Strategic Human Resource Management (SHRM) operates as an evaluative mechanism for teacher competency development in digitally mediated educational environments. Using a qualitative design, data were collected from 30 participants (20 teachers and 10 school principals) through interviews, focus groups, observations, and document analysis. The findings indicate that national digital systems such as Dapodik, EMIS, and Simpatika primarily function as administrative infrastructures with limited evaluative integration, whereas practice-based platforms such as Learning Management Systems enable continuous feedback and reflection, thereby supporting competency development as an embedded process. However, infrastructure limitations, digital literacy disparities, and system fragmentation constrain integration. The study contributes by conceptualizing SHRM as an evaluative mechanism, introducing evaluative integration as a key mechanism linking digital systems and human resource practices, and extending the Resource-Based View by highlighting evaluation as the driver of human capital value. The findings suggest that effective teacher development depends on aligning data, practice, and decision-making within evaluative SHRM processes.