BULACAN STATE UNIVERSITY
City of Malolos, Bulacan
Graduate School
rd
3 Trimester, School Year 2021-2022
Strategic Human Resource Management Leading to the Development of Efficiency of
Teachers
Researcher
Nerissa Lucas Santos
2022
Abstract
The major goal of the study is to determine what the school leaders in Plaridel District are
doing to increase the efficacy of their teachers by strategically improving their human resources.
The survey also identified problems and challenges faced by school leaders and how they as
leaders of the school handled these issues and obstacles.
Additionally, the descriptive research design was used for this study. The relevant data for this
study were gathered by the researcher using survey questions rated on a four-point Likert scale.
The instrument is divided into two halves. A custom questionnaire was developed to glean further
information about the backgrounds of the respondents. Based on existing techniques found in the
literature, the second questionnaire portion was modified. Several aspects of the questionnaire
were modified to account for the respondents' individuality.
Four school administrators from the Plaridel District—two from the elementary and two from
the secondary—were the study's respondents. The Department of Education and school
administrators are hoping that the study's outcomes and conclusions will be an important source
of knowledge as they work to improve teachers' all-around effectiveness, particularly in meeting
deadlines for submitting requirements or outputs, which was previously mentioned as a crucial
area that educational managers must seriously consider.
Introduction
The multiple roles and obligations that come with being a teacher make it a fundamentally
unique job. In addition to actually teaching, a classroom teacher must also undertake other
necessary duties including lesson planning, reviewing exam results, and keeping track of student
performance. Non-teaching responsibilities go hand in hand with teaching, regardless of the
curriculum level where a teacher is placed.
Teachers must manage people, evaluate data, and do research on best practices and
teaching approaches as part of their demanding and complex employment. Each day, they put their
expertise to use. Teachers now have more administrative chores to handle, but the resources
required to do so effectively have only slightly increased. Additionally, they must be behavioral
and learning specialists with experience using individualized education.
When it comes to keeping parents informed about their children's activities and academic
progress, teachers must also live up to the expectations of their clientele, the parents. Parents and
teachers should meet to discuss how well their children are performing. Teachers also have to deal
with the deadlines set by administrators and their mentors for turning in reports and keeping
records.
If one considers the aforementioned duties, one may come to the conclusion that teaching
has evolved into a very demanding profession with many strains for a teacher who has many
deadlines to meet and a lot of responsibilities to bear in addition to imparting knowledge and skills
to students. The degree to which a teacher is motivated to fulfill all those responsibilities will
determine how well he or she copes with the demands and circumstances existing in his or her
immediate working environment.
The challenge in getting teachers to produce products on time is another issue that school
leaders have noticed. If teachers eventually forget to turn in the necessary materials, it gets worse.
Even though there are many reasons why they can’t finish assignments on time or don’t finish
them, it has been noticed that their late or unfinished work has a domino effect.
In order to increase employee productivity and academic achievement, which can be
attributed to excellent educational management, human resource management is essential.
Additionally, the principal's responsibilities in managing human resources are crucial in
encouraging staff members to perform their jobs more successfully and contribute to the success
of school administration. Human resources may be a competitive advantage and a significant
source of competitive power for schools when the principals have professionally executed the
Human Resource Management functions as the strategic approach to staff management.
Armstrong (2012) discussed how to manage an organization's most valuable asset through
the use of strategic and cohesive techniques. Increasing the commitment of individuals and teams,
which in turn helps schools grow, is discovered to be possible through the strategic use of human
resources management.
Human capital is a key concept in a wide range of academic disciplines, from the very
macro scholarship in economics, where the idea was first developed (Becker, 1964), to the micro
level scholarship in psychology, which has focused on individual differences in knowledge, skills,
abilities, and other talents.
According to the principle of human resource management, the principal must oversee the
management of the teaching staff as well as the non-teaching staff in the school, ensure that the
right person is in the right position, and supervise staff motivation, capacity development, and
performance evaluation based on appropriate personnel policies.
The aforementioned factors are the main issues this study is focused on. This study aims
to determine the strategic human resource development undertaken by School Heads in the
Elementary and Secondary District of Plaridel, as well as how to increase teachers' productivity.
The Department of Education and school administrators are hoping that the study's results and
findings will be a valuable source of information as they work to increase teachers' overall
effectiveness, especially in meeting deadlines for submitting requirements or outputs, which was
previously mentioned as a crucial area that educational managers must seriously consider. I hope
that other researchers will use this study as a jumping off point to look into other important issues
that help teachers be the best at what they do.
Research Problem
The general problem of the study is: What do the heads of schools do to improve the
effectiveness of their teachers by developing their human resources in a strategic way?
Specifically, the study will seek answers to the following questions:
1. How may the professional development of the school heads be described?
2. How may the professional development of the teachers be described?
3. What issues and difficulties did the school head encounter when implementing human resource
management?
4. What strategy could the school heads devise to deal with these issues and difficulties?
Methodology
The study used a descriptive design. A descriptive research design seeks information to
systematically characterize a phenomenon, circumstance, or population. Four school heads
from the Plaridel District—two from elementary and two from secondary schools—were chosen
through purposive sampling as the study's respondents. A non-probability sampling technique
called "purposeful sampling" selects a sample based on the population's characteristics and the
study's goal. Based on their qualifications and criteria, the respondents were chosen specifically.
The researcher used survey questions graded on a four-point Likert scale to compile the
pertinent data for this study. There are two sections to the instrument. To learn more about the
respondents' backgrounds, a created questionnaire was used. The second section of the
questionnaire was modified based on already-in-use tools discovered in the literature. To
accommodate the distinctiveness of the respondents, various elements of the questionnaire were
modified.
The background information of the school heads, which is the first section of the
instrument, comprises their age, gender, marital status, level of education, number of years of
experience as a school head, and number of years of experience as classroom teachers. The
National Center for Education Statistics for Principal Questionnaire is used as the basis for the
instrument's second section.
The 30-item instrument assesses teacher professional development, school leadership and
resources, and professional development for school heads. It has passed thorough reliability and
validity testing, and the results are promising.
All responders were given questionnaires by the researcher via an online Google Form. For
the respondent's awareness and cooperation, the study's goal was laid out. To prevent confusion
and unneeded error, the survey's instructions and questions were clarified both before and after the
survey's completion. The questionnaires were retrieved and were confidentially secured.
Results and Discussion
Table 1
Frequency and Percentage Distribution of the Principal-Respondents According to their
Profile
(N = 4)
Gender
Age
Marital Status
Highest Educational
Attainment
Years of Experience
as school head
Years of Experience
as a classroom
teacher
Profile
Frequency
Percentage
Male
Female
3
1
75 %
25 %
30-40
41-50
51-60
Single
Married
Bachelor’s Degree
Master’s Degree
Doctorate Degree
1
1
2
1
3
2
1
1
25 %
25 %
50 %
25 %
75 %
50 %
25 %
25 %
1-5 years
6-10 years
1-10 years
11-20 years
21-30 years
2
2
1
2
1
50 %
50 %
25 %
50 %
25 %
As shown, table 1 indicates that male respondents dominated female by seventy-five
percent (75%). Majority are Bachelor of Secondary Education in different areas with a percentage
of fifty (50%) and in terms of age majority are between fifty-one to sixty (50 %) and most
respondents are married with a percentage of seventy-five (75%). Most of the respondents have
one to ten years experienced as school heads while fifty percent (50%) had eleven to twenty years
experienced as a classroom teacher.
In the age of globalization, the job of principals has undergone significant and dramatic
transformation. The intricacy of the position of principal is influenced by the effects of educational
innovations, changing student needs, and the expectations of teachers, parents, and the community.
(Ng, S.-w.; Szeto, S.-y. E. 2015).
Table 2
School Head Professional Development
Questions
Mean
SD
VI
During the last school years, did you participate in
any professional development activities as a
School Head?
During the last school years, how often were the
professional development activities in which you
participated?
During the last school years had you visited to
other schools designed to improve your own work
as a School Head?
During the last school years had you mentored
and/or peer observation and coaching of School
Heads?
During the last school years had you participated
in a professional development like workshops,
conferences, or training in which you were a
presenter?
Total
2.75
0.5
often
2.75
0.5
often
2.50
1.0
often
2.25
0.5
often
2.25
0.5
often
2.50
0.6
often
Point
4
3
2
1
Scale Range
4:00-3:00
2:99-2:00
1:99-1:00
1:00-0:99
Explanation
every time
often
rarely
never
Table 2 shows that the school heads often have professional development, (M= 2.50, SD=
0.60). During the last school years, they visited to other schools designed to improve their own
work as a School Head, (M= 2.50, SD= 1.0). They often mentored and/or peer observation and
coaching, (M= 2.25, SD= 0.5). School heads also participated in a professional development like
workshops, conferences, or training in which they were a presenter (M= 2.25, SD= 0.5). The
highest among all the indicators of their professional development is the respondents’ participation
in different professional development (M=2.75, SD=0.5).
A school's success and student achievement are strongly influenced by effective leaders in
an indirect but significant way (Plessis & Eberlein 2018). There has been an increase in
management-related interest in the field of education during the past few decades. Universities all
around the world have created various sorts of courses to train and prepare school heads and school
managers from different levels of the system as educational systems began to demand management
competencies from school leaders (R. Dorczak, G. Mazurkiewicz, 2013).
Table 3
School Head Leadership
Questions
Mean
SD
VI
I collaborated with teachers to solve classroom
discipline problems
I observed instruction in the classroom.
I provided feedback to teachers based on my
observations.
I took actions to support cooperation among teachers
to develop new teaching practices.
I took actions to ensure that teachers take
responsibility for improving their teaching skills.
I took action to ensure that teachers feel responsible
for their students’ learning outcomes.
I provided parents or guardians with information on
the school and student performance.
2.5
1.29
often
2.75
2.75
1.5
1.5
often
often
3.0
1.41
Every time
3.0
1.41
Every time
2.75
1.5
often
2.75
1.5
often
I reviewed school administrative procedures and
reports.
I worked on a professional development plan for this
school.
I used student results to develop the school’s
education goals.
I make sure that the professional development
activities of teachers are in accordance with the
teaching goals of the school.
I ensure that teachers work according to the school’s
educational goals.
I collaborated with principals from other schools on
challenging work tasks
Total
Point
4
3
2
1
Scale Range
4:00-3:00
2:99-2:00
1:99-1:00
1:00-0:99
3.0
1.41
Every time
3.0
1.41
Every time
2.75
1.26
often
2.75
1.26
often
2.75
1.26
often
2.75
1.5
often
2.81
1.40
often
Explanation
every time
often
rarely
never
Table 3 shows the strategies that the school heads devise to deal with issues and difficulties
in human resource management, (M= 2.81, SD= 1.40). There are four questions that got a mean
of three (every time, M=3.0 SD= 1.41) which means that school heads were able to formulate ways
how to deal with problems and challenges in human resource management. These questions were
the school head took actions to support cooperation among teachers to develop new teaching
practices, took actions to ensure that teachers take responsibility for improving their teaching
skills, reviewed school administrative procedures and reports and worked on a professional
development plan for their school.
It is well known that school leaders carry the largest load of duty and leadership with a
broad variety of skill competence. Due to the nature of the job, it is anticipated that school leaders
have a working knowledge of pedagogy, child development, connections with parents and
communities, and management and supervision of both semi-skilled and professional staff.
Teachers who serve as school leaders are those who define and enforce standards, show
professionalism for all teachers, regardless of their age, degree of experience, area of expertise,
temperament, or method of instruction (Otto & Lumapenet, 2022).
Table 4
Factors Affecting the Use of School Resources of a School Head
Questions
Mean
SD
VI
Inadequate school budget and resources
Government regulation and policy
Lack of parent or guardian involvement and support
Lack of opportunities and support for my own
professional development
Lack of opportunities and support for teachers’
professional development
High workload and level of responsibilities in my
job
Lack of shared leadership with other school staff
members
Total
2.0
2.25
2.25
1.75
0.82
0.5
1.26
0.5
often
often
often
rarely
2.5
1.29
often
3.0
0.82
Every time
2.25
1.26
often
2.29
0.92
often
Point
4
3
2
1
Scale Range
4:00-3:00
2:99-2:00
1:99-1:00
1:00-0:99
Explanation
every time
often
rarely
never
Table 4 shows issues and difficulties that the school head encounter when implementing
human resource management (M=2.29, SD=0.92). These are inadequate school budget and
resources (M=2.0, SD=0.82), government regulation and policy (M=2.25, SD=0.5), lack of parent
or guardian involvement and support (M=2.25, SD=1.26), lack of opportunities and support for
own professional development (M=1.75, SD=0.5), lack of opportunities and support for teachers’
professional development (M=2.5, SD=1.29), lack of shared leadership with other school staff
members (M=2.29, SD=0.92). The highest among all the indicators is the respondents’ high
workload and level of responsibilities in their job (M=3.0, SD=0.82).
Educators bear the bulk of the responsibility for leadership in schools. The school head
must be the change agent for any system reform. Because they have an impact on the educational
programs' quality, teacher professional development, and school climate, school heads play a
crucial role in enhancing educational institutions. According to Sebastian and Allensworth (2012),
the leadership of the school principal is essential for helping individual teachers improve their
performance.
Table 5
Teacher Professional Development
Questions
Mean
SD
VI
An appropriate amount of time is provided for
professional development
Sufficient resources are available for professional
development in this school
Professional development offerings are based on
best practices
Professional development opportunities are aligned
with the school’s improvement plan
Professional development provides ongoing
opportunities for teachers to refine instructional
strategies
Total
3.25
0.96
Every time
2.75
1.26
often
2.75
1.26
often
3.0
1.41
Every time
3.0
1.41
Every time
2.95
1.26
often
Point
4
3
2
1
Scale Range
4:00-3:00
2:99-2:00
1:99-1:00
1:00-0:99
Explanation
every time
often
rarely
never
Table 5 shows the teachers professional development, (M=2.95, SD= 1.26). Teachers have
sufficient resources are available for professional development in the school (M=2.75, SD= 1.26),
professional development offerings are based on best practices (M=2.75, SD= 1.26), professional
development opportunities aligned with the school’s improvement plan (M=3.0, SD= 1.41),
professional development provides ongoing opportunities for teachers to refine instructional
strategies (M=3.0, SD= 1.41). The highest among all the indicators is the respondents’ appropriate
amount of time provided for professional development (M=3.25, SD=0.96).
One of the fundamental responsibilities of human resource management is to identify the
important competencies and skills of an employee who needs training and development to advance
their abilities for better performance. To improve and increase one's competence, a change must
be made through training and development. This can be done through conferences, workshops,
seminars, on-the-job training, and off-the-job training (Sothy 2019).
Conclusion
The school heads have constantly been seen to demonstrate strategic human resource
management. They receive professional development that aids in achieving academic objectives.
Despite the problems and difficulties, they faced, they were able to come up with ideas that helped
their teachers be effective in carrying out their tasks.
The best quality of education and teacher competency can be impacted directly or indirectly
by the human resource management of school heads. To be at their best, teachers need to feel
fulfilled and motivated. School heads who guide their teachers to accomplish both organizational
and personal goals are demonstrating real leadership. As a result, proactive human resource
management is required to inspire teachers and boost their productivity and effectiveness.
References:
Armstrong, M., 2012. Armstrong’s Handbook of Human Resource Management Practice. 12th
Edn., Kogan Page, USA.
Dorczak, R. Mazurkiewicz, G. 2013. New Model of School Heads Preparation, Induction and
Continuing Professonal Development in Poland.
du Plessis,André & Eberlein, Eric 2018. The Role of Heads of Department in the Professional
Development of Educators: A Distributed Leadership Perspective
Ng,Shun-wing and Szeto, Sing-ying Elson 2015. Preparing school leaders: The professional
development needs of newly appointed principals.
Otto, Laarni M. & Lumapenet, Husna T. 2022. Technological Leadership and Crisis
Management Skills of the School Administrators Towards School Development in the Special
Geographical Area of MBHTE-BARMM.
Sebastian, J. & Allensworth, E. 2012. The influence of principal leadership on classroom
instruction and student learning: A study of mediated pathways to learning. Educational
Administration Quarterly
Sothy, Chhy 2019. The Effectiveness of Principal in Managing Human Resource in Private
Secondary Schools in Phnom Penh, Cambodia.