In order to develop the content knowledge and skills teachers need to succeed in their classroom, professional learning is necessary (Merchie, Tuytens, Devos & Vanderlinde, 2018). In this regard, in many countries, initiatives were started to create opportunities for schools to facilitate and stimulate teachers’ professional learning (Admiraal et al., 2016). At the same time, with the intent to attract, develop and retain high quality teachers in education many countries took different policy measures which should stimulate schools to work on their human resource management (HRM). To date, little is known on the possible relation between HRM in schools and professional learning (Evers & van der Heijden, 2011). Hence, this study tries to explore the relationship between HRM and teachers’ professional learning. More specifically, this study aims to focus on stimulating factors of teachers’ professional learning as Runhaar (2017) states that HRM can be viewed as an integrative mean that links a set of stimulating factors of professional learning. More specifically, Runhaar (2017) puts forward the AMO-model that proposes that HRM can stimulate the Ability, Motivation and Opportunities for teachers to learn. Hence, this study explores ‘teachers’ self-efficacy’ as an ability factor, ‘teachers’ learning goal orientation’ as a motivation factor and ‘teachers’ collective beliefs about teaching’ and ‘affordances for professional learning within the school’ as two opportunity factors stimulating teachers’ professional learning within the school. Furthermore, this study also explores whether these stimulating factors are different according to the extent to which HRM is strategic within their school. Based on a previous qualitative study (Tuytens, Vekeman & Devos, 2021), teachers and school leaders within excellent strategic and moderate strategic HRM schools are compared. Excellent strategic schools align their HRM practices with strategic planning of the school and individual needs of the teachers. Moderate strategic schools show efforts to install HRM strategically but do not (yet) entirely succeed in this effort. A multiple case study in 24 schools (both primary and secondary) including 194 interviews revealed that excellent strategic schools are characterized by a focus on students’ learning in strategic planning and a working environment characterized by a highly motivated teacher team and various chances to learn from each other. The results suggest that such a ‘learning-focused’ working situation is created through the alignment of a set of mutual reinforcing HR-practices.

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