Student discipline is not typically considered a human resources issue, as it is more directly related to student behavior and school climate.

The primary goal of teacher recruitment and retention efforts is to attract and hire the best teachers, reduce teacher turnover, and improve student achievement.

Mandating teachers to work overtime is not a strategy for recruiting and retaining teachers, as it can lead to burnout and dissatisfaction.

The purpose of professional development for teachers is to help teachers stay up-to-date on new teaching methods, improve their content knowledge, and develop their leadership skills.

Student discipline is not typically considered a challenge facing educational leaders in the area of human resources, as it is more directly related to student behavior and school climate.

The role of educational leaders in addressing human resources issues is to develop and implement policies and procedures, provide support and resources to teachers and staff, and create a positive school culture.

Lowering teacher standards is not a strategy for addressing teacher shortages, as it can lead to a decline in the quality of education.

Teacher turnover can have a negative impact on students, leading to lower student achievement, disrupted learning, and a sense of instability in the school.

Mandating teachers to stay in their positions is not a strategy for reducing teacher turnover, as it can lead to resentment and dissatisfaction.

Diversity in the teaching force can help to improve student achievement, create a more inclusive school culture, and prepare students for a diverse workforce.

The achievement gap between different student groups is not typically considered a challenge facing educational leaders in the area of diversity, as it is more directly related to student learning and achievement.

The role of educational leaders in promoting diversity in the teaching force is to recruit and hire a diverse pool of teachers, provide support and resources to diverse teachers, and create a school culture that is welcoming and inclusive of all teachers.

Mandating teachers to change their teaching practices is not a strategy for addressing implicit bias in the teaching force, as it does not address the underlying causes of bias.

Implicit bias can have a negative impact on students, leading to lower student achievement, a hostile school climate, and students feeling marginalized and excluded.

Mandating students to participate in diversity programs is not a strategy for creating a more inclusive school culture, as it does not foster genuine understanding and respect for diversity.