School Heads’ Human Resource Management Practices, Teachers’ School Engagement, and Teaching Performance

 

Rowell Genopanon Olaivar ¹ , Leonarda Daguplo Loayon ²

 

¹ Human Resource Director, Human Resource Management and Development Office, Bohol Northern Star College, Ubay, Bohol, Philippines

² School President, Bohol Northern Star College, Ubay, Bohol, Philippines

 

 

1. INTRODUCTION

Human resource management practices play a vital role in catering to the needs and assessing the performance of an organization’s unique and diverse important asset, the human capital. As a social institution tasked to gear up people with the knowledge and skills necessary to adjust to this ever-changing society, schools must consider implementing their respective human resource management practices among their teachers to ensure optimum school engagement and commendable teaching performance are met. Therefore, a particular strategic practice/s of human resource management should be established and harnessed with teachers’ performance in attaining efficient, quality, and globally competitive education.

According to Noe et al. (2018), an organization performs best when all these practices are managed well. Employees and customers at schools with effective HRM tend to be more satisfied, and the companies tend to be more innovative, have greater productivity, and develop a more favourable reputation in the community.

With the sudden shift in the educational landscape brought by the COVID-19 pandemic, private schools have quickly ventured into the “unknown unknowns” as they strive to help their workforce adapt to and cope with radical changes occurring in the work social environment. Teachers’ school engagement has been affected due to limited face-to-face interaction among stakeholders and the skeletal workforce scheme. Moreover, teaching performance might be adjusted due to shelter-in-place orders and remote working conditions. This has likely further limited the segmentation between work and private spheres leading to more significant difficulties in “unplugging” from work demands Chawla et al. (2020).

Hence, it is within this premise that the researcher found great interest in investigating the level of School Heads’ Human Resource Management Practices, Teachers’ School Engagement, and Teaching performance which may eventually benefit the school heads/administrators and improve teaching engagement and performance of teachers in the selected private elementary schools of the Division of Bohol.

 

1.1.    STATEMENT OF THE PROBLEM

The main thrust of the study was to determine the level of school heads' human resource management practices in relation to teachers’ school engagement and teaching performance in private elementary schools of the Division of Bohol for the school year 2020-2021.

 

2. HYPOTHESIS

1)     There is no significant relationship between the school heads’ human resource management practices as perceived by the teachers and school heads themselves and the level of teachers’ school engagement; level of teaching performance as perceived by the school heads and teachers themselves.

2)     There is no significant relationship between the level of teachers’ school engagement and teaching performance as perceived by the school heads and teachers themselves.

 

3. METHODOLOGY

This study utilized a descriptive survey in gathering data for analysis and interpretation. Quantitative data from the survey checklist were used to develop a comprehensive picture of the research problem. The inferential research design was employed to determine the relationship between human resource management practices, teachers’ school engagement, and teaching performance.

 

3.1. ENVIRONMENT AND PARTICIPANTS

The Division of Bohol is the locale of the study. It is composed of 55 private elementary schools clustered into three congressional districts. Each school is governed/ supervised by a principal. The study respondents were the selected school heads and teachers at private elementary schools in I, II, and III Congressional Districts of the Division of Bohol for the school year 2020-2021. There were 409 respondents comprising 58 school heads and 351 teachers. These were chosen through the convenience sampling method. Moreover, the only school with four teachers and above participated in the rating. Table 1

 

4. RESULTS

Table 1

Table 1 What are the overall levels of school heads’ human resource management practices perceived by the teachers and school heads?
Areas	WM	D	Rank
1.1 Recruitment and Selection	3.85	HP	1
1.2 Training and Development	3.71	HP	4
1.3 Compensation and Reward Management	3.51	HP	5
1.4 Promotion Practices	3.76	HP	2.5
1.5 Performance Appraisal	3.76	HP	2.5
Overall Mean	3.72	HP

 

As shown, among the five areas, recruitment, and selection of school heads’ HRM practices perceived by the teachers and school heads got the highest weighted mean of 3.85, described as “Highly Practiced.” It means that school heads, as human resource managers, have highly practiced good recruitment & selection processes.

Section 62, School Recruitment Policy, of DepEd Order No. 88, s.2010 or the 2010 Revised Manual of Regulations for Private Schools in Basic Education specifies each private school shall have a policy on recruitment, selection, and appointment of its school personnel, subject to the salary and qualification standards and other conditions of employment as provided for by law in this Manual. Thus, the private school’s selection committee shall interview applicants and ensure that all have equal opportunities to be assessed.

Hence, school heads must continuously design proper recruitment and selection devices to increase the probability that the right person is chosen to fill a slot, when the right people are selected for the job, productivity increases.

On the other hand, compensation and reward management got the lowest weighted mean of 3.51, interpreted as “Highly Practiced.” It means private schools still compensate teachers with the same remuneration before and during modular distance learning, where they render duties in a skeletal working scheme.

A study by Mauno et al. (2016) showed that engaged employees are highly self-efficacious; they believe they can meet the demands they face in various contexts. Besides, engaged workers tend to think that they will generally experience good outcomes in life (optimistic) and believe they can satisfy their needs by participating in organizational-based self-esteem.

On the other hand, if not motivated, highly skilled employees may become poor performers, and for better performance, they necessitate rewards Delaney and Hussield (2018). The reward system boosts performance and efficiency in both the employee’s and the organization’s best interests.

Hence, better reward and performance-related compensation systems must be designed to improve an employee’s performance, improving the organization’s productivity.

Overall, school heads’ human resource management practices perceived by the teachers and school heads were rated 3.72, described as “Highly Practiced.” This signifies that school heads in private elementary schools have demonstrated their existing human resource management policies and procedures. These policies include recruitment and selection, training and development, compensation and reward management, promotion practices, and performance appraisal. Table 2

Table 2

Table 2 What are the overall levels of teachers’ school engagement?
Terms	WM	D	Rank
2.1 Cognitive Engagement	3.94	VME	1
2.2 Emotional Engagement	3.81	VME	7
2.3 Behavioural Engagement	3.87	VME	3.5
2.4 Social Engagement with:
2.4.1 Co-teachers	3.83	VME	6
2.4.2 Pupils	3.90	VME	2
2.4.3 School Head	3.84	VME	5
2.4.4 Parents	3.87	VME	3.5
Overall Mean	3.87	VME

 

It can be inferred that among the four indicators, teacher-respondents rated cognitive engagement with the highest weighted mean of 3.94, “Very Much Engaged.” This signifies that teachers tried their best to perform and discharge their school duties and responsibilities, specifically in implementing the school curriculum during these trying times. As Staiger (2018) said, effective teaching depends on teachers who are cognitively motivated in his/her work. The result further entails that teachers are open-minded about their learners’ differences. Having diverse learners is an extra challenge and effort on the part of teachers, yet teachers are versatile to give all the best they can just to cope with the 21^st-century learners’ needs.

Although rated the least weighted mean of 3.81, “Very Much Engaged,” the teachers’ emotional engagement remained high. This means teachers are emotionally stable during the new normal in education as they perform their daily tasks in school or work from home. This further entails that teachers were able to overcome the emotional baggage they encountered due to the sudden shift in learning delivery modality.

In the overall, teachers’ level of engagement was rated 3.87, described as “Very Much Engaged.” This signifies that teacher perceived themselves as motivated individuals who devotedly discharged their duties and responsibilities expected of them as curriculum implementers in the new normal. This further depicts that their relationship with their colleagues, parents, and students remained steady even during the absence of face-to-face interaction.

Porter and Brophy (2018) posited that effective teachers demonstrate their commitment to teaching by accepting responsibility for pupil learning and behaviour. They added further that genuine interest in education and enthusiasm for learning are essential characteristics of effective teachers. However, Durksen and Klassen (2017) proved that global teacher engagement changes over even a brief period of time in starting teachers, with a commitment to the profession mirroring the pattern of change in engagement. Table 3

Table 3

Table 3 What do the school heads and teachers perceive overall levels of teachers’ teaching performance?
Terms	WM	D	Rank
3.1 Curriculum Implementation	3.84	O	2
3.2 Teaching Strategies and Skills	3.82	O	4
3.3 Knowledge and Attitude	3.80	O	5.5
3.4 Assessment Planning and Implementation	3.80	O	5.5
3.5 Support for Student Development	3.79	O	7
3.6 Links with Parents and External Organizations	3.83	O	3
3.7 Interpersonal Relationship	3.92	O	1
Overall Mean	3.83	O

 

Among the seven (7) indicators, the teacher exemplified best in an interpersonal relationship with the highest weighted mean of 3.92, described as “Outstanding.” This result coincides with the finding in the preceding table, which shows that teachers have established positive social engagement with their colleagues at work. Thus, despite the limited face-to-face interaction, teachers have still found ways to connect with the people within the school or work from home.

Hargreaves et al. (2018) claimed that positive interpersonal relationships with colleagues, students, parents, and other stakeholders have significantly better chances of reaching an outstanding performance level. So, the quality of teaching and learning is affected by the quality of professional relationships that occur outside of the classroom. When a professional teaching culture is present, sustainable change and increased learning opportunities are more likely to occur.

Mitchell et al. (2018) affirm that interpersonal skills are a robust prognosticator of business and professional triumph as well as an indicator of a decrease in organizational success and problem-solving.

Further, having positive interpersonal skills upsurges the yield in the organization since the number of conflicts is reduced. In an informal situation, it permits communication to be calm and pleased. People with good interpersonal skills can generally control 152 feelings that arise in challenging conditions and retort appropriately instead of being overwhelmed by emotion.

Meanwhile, support for student development got the lowest weighted mean of 3.79, described as “Outstanding.” But this still suggests that teachers have demonstrated enough support for developing their students who are geographically distant from them. Conduct of monitoring through texts and phone calls is one-way teachers extend help to their students.

According to Tshwane University of Technology (TUT) (2018), support for student development includes career counselling, study counselling, language development programs, information literacy, personal skills and social skills development, and supportive services among students.

In the overall, teaching performance as perceived by the school heads and teachers themselves was rated 3.83, interpreted as “Outstanding.” This finding suggests that teachers have shown commendable performance based on their duties and responsibilities. These duties cover implementing the school curriculum, establishing community linkage, and supporting student welfare. Furthermore, all items in the teaching performance questionnaire are very doable by teachers since these are the essential and required roles that are expected of them to perform. Hence, most of them have high performance since private schools require these skills. More so, no tasks in the questionnaires are beyond the minimum job requirements of a teacher, all are minimum and achievable by them.

A study by Patricia (2018) states that the performance of members of any organization depends on the ability to effectively interact with their superiors, subordinates, and co-workers within the organization and consumers, suppliers, and the general public outside.

 

5. HYPOTHESES

Table 4

Table 4 Relationship Among Variables
Variables	Spearman rho test	p-value	Interpretation	Decision
1. School Heads’ Human Resource Management Practices and Teachers’ School Engagement	-0.026	0.846	Not Related	Insignificant, Ho: Accepted
2. School Heads’ Human Resource Management Practices and Teachers’ Teaching Performance	-0.216	0.103	Not Related	Insignificant, Ho: Accepted
3. Teachers’ School Engagement and Teaching Performance	0.179	0.178	Not Related	Insignificant, Ho: Accepted

 

Table 4 depicts the relationship among variables. As shown, there is no significant relationship between the school heads’ human resource management practice and teachers’ school engagement because the p-value is greater than the 0.05 level of significance; thus, the null hypothesis is accepted. It can be assumed that due to the absence or limited face-to-face interaction between the school heads and teachers brought by the pandemic, the human resource management skills that the school heads practiced did not seem to influence the teachers’ school engagement. Furthermore, these human resource management practices did not directly affect the modified roles of teachers under distance learning due to some changes in their customary tasks.

Kristof-Brown and Guay (2018) affirms the finding of the present study, which states that dramatic alterations in how and where employees do their work is likely to have important implications for employees’ experiences of person-environment fit (P-E fit) or the level of congruence between the attributes they possess and those of the environment. P-E fit theory posits that individuals are attracted to and selected by organizations whose work environments reflect the same values, cultures, and features as their essential beliefs, values, and desires Kristof-Brown and Guay (2018).

However, the finding contradicts the study of Fahim (2018) that school heads’ human resource management practices lead to higher commitment and engagement and limit the voluntary leave of employees, and therefore, can be used to predict the teacher’s turnover rate.

Yao et al. (2019). also claimed that psychological and social factors and variables such as interaction and schoolwork engagement could effectively increase employee retention and productivity. Thus, organizations need to engage teachers to leverage their talent; this can be the culture at organizations to nurture talent and raise human potential.

In consonance, Shibiti (2020) described that effective human resource management practices could influence teachers’ schoolwork engagement levels, improve the client’s service quality, satisfaction, and retention, offer a distinctive competitive advantage, and improve the organization’s performance and success. Hence, the greater the human resource management practices, the better the school engagement, and vice versa.

As illustrated in the same table, there is no significant relationship between school heads’ human resource management practices and teachers’ teaching performance since the p-value is greater than the 0.05 level of significance; thus, the null hypothesis is accepted. Statistically, due to the abrupt and radical changes occurring in the work and social environment, the human resource management skills that the school heads have practiced did not seem to be a contributing factor to teachers’ teaching performance. Moreover, these human resource management practices did not directly relate to the performance of teachers amidst the quick adjustment to remote working conditions, such as shifting to remote environments and decreasing the value and interest of one’s work.

The result abates the study of Selamat et al. (2018), which found out that the employees’ high satisfaction with the management effectiveness equates to an increase in their job productivity, and the study of Akinfolarin and Emetarom (2017), which viewed that management support practices are geared towards providing a friendly climate for workers’ productivity.

Majumder (2017) also contradicts strong relationships between HRM practices and employee satisfaction in Bangladesh private organizations, and Kim and Lee (2017) found evidence that HRM policies and practices improve strategic capabilities and firm performance in management consultant firms in South Korea. The study by Demo (2016)showed a positive and robust relationship between HRM policies and employee performance.

As manifested in the same table, the overall p-value is greater than the 0.05 level of significance; thus, the null hypothesis is accepted. This means there is no significant relationship between teachers’ school engagement and teaching performance. The teachers’ school engagement has nothing to do with their teaching performance.

According to Klassen et al. (2012), teachers’ school engagement refers to their solid professional relationships with their school heads, co-teachers, students, and parents. This covers cognitive, emotional, behavioral, and social engagement with co-teachers, pupils, school heads, and parents. On the other hand, teaching performance refers to the continuous process of identifying, evaluating, and developing teachers' work performance to ensure that the school will effectively achieve goals and objectives. This includes curriculum implementation, teaching strategies and skills, knowledge and attitude, assessment planning and implementation, support for student development, linkage with parents and external organizations, and interpersonal relationship Education Manpower Bureau (2003).

Due to the sudden shift in the educational landscape brought about by the COVID-19 pandemic, both teachers’ school engagement and teaching performance have been affected. Thus, it can be inferred that the interdependent relationship between these two variables has also changed.

This finding rebuts the study of Kilgallon et al. (2018), which claimed that identified personal factors such as knowledge and attitudes, support for student development, interpersonal relationships, and well-being of the individual teachers had influenced teachers’ school engagement levels, which eventually impacted on the overall teachers’ performance level.

The finding further contradicts the study of Porter and Lawler (2018), which states that effective teachers demonstrate their commitment to teaching by accepting responsibility for pupil learning and behavior.

In symmetry, a study by Mauno et al. (2016) showed that engaged employees are highly self-efficacious; they believe they can meet the demands they face in various contexts. In addition, engaged workers tend to think that they will generally experience good outcomes in life (optimistic) and can satisfy their needs by participating in roles within the organization (organizational-based self-esteem). Thus, if teachers are well-engaged, their performance relative to academic aspects in school (e.g., curriculum implementation) yields positive results.

To sum up, the findings of the study could give input to the Board of Directors, Trustees, owners, and the Department of Education on the importance of school heads’ human resource management practices, teachers’ school engagement, and teaching performance in carrying out the curriculum implementation of the private schools amid pandemics.

Finally, since it was found out that school heads’ human resource management practices do not affect teachers’ school engagement and teaching performance, it would be vital advocacy of the Bohol Association of Private Elementary Administrators, Directors, and Owners to strengthen the implementation of their existing HRM policies and procedures to respond to the needs of the time. These policies should further consider the best interest of the teachers who served as the frontliners in the basic education learning continuity amid the COVID-19 pandemic.

 

6. CONCLUSION

The essence of a human resource manager in any organization can never be compromised nor disregarded. In the study, private elementary school heads demonstrated commendable human resource management skills under the new normal where the customary face-to-face learning delivery mode has been replaced with a modular learning approach. In the same vein, teachers still exemplified outstanding performance and school engagement despite the new learning delivery modality implemented in their respective schools.

With the sudden shift in the educational landscape, school heads’ human resource management practices, teachers’ school engagement, and teaching performance among private schools have not shown an interdependent relationship. Teachers have independently performed their duties and responsibilities in the new normal setup regardless of the intervention of their school heads. School heads’ human resource management practices have not been associated with teachers’ school engagement and teaching performance.

 

7. RECOMMENDATIONS

Based upon the findings and conclusions of the study, the following recommendations were drawn:

1)     The Board of Directors (BODs), Trustees, owners, and school heads of the private elementary schools should maintain a high practice of the human resource management policies and procedures with more emphasis on the compensation and reward management and conduct of professional developmental activities for teachers regarding modular distance learning delivery modality.

2)     Teachers should maintain their school engagement, focusing more on the issues met by them in implementing modular distance learning, like the concern of the authenticity and veracity of students’ responses in answering the printed modules. They should design an authentication and verification scheme for answering learning modules. Also, teachers should safeguard their mental health as they carry out their roles and responsibilities as curriculum implementers in the new normal.

3)     In terms of teaching performance, teachers should stress more on the provision of support to their students to ensure quality learning despite the absence of face-to-face interaction between them and their students.

4)     Future researchers may conduct a parallel study regarding the school heads’ human resource management practices, teachers’ school engagement, and teaching performance among public schools to compare the status of these types of schools under the new normal situation.

 

CONFLICT OF INTERESTS

None. 

 

ACKNOWLEDGMENTS

None.

 

REFERENCES

Ahmed, J. A., Tabassum, A., and Hossain, T. (2016). Human Resource Management Practices : A Case Study of The Supply Chain Department of Square Pharmaceuticals Ltd. Sri Lankan Journal of Management, 10(3-4), 89-107.

Akinfolarin, A.V., Emetarom, U.G. (2017). Principals' Management Support Practices to Promote Teachers' Improvement for Sustainable Development In Secondary Education in Anambra State. Paper Presented at the 36th Annual National Conference of the Nigerian Association for Educational Administration and Planning (NAEAP), Enugu, 9th - 12th October 2017. http://dx.doi.org/10.2139/ssrn.3061163

Anderson, N. (2015). Relationship Between Practice and Research in Personnel Selection: Does the Left Hand Know What the Right is Doing? Oxford : Blackwell. https://doi.org/10.1002/9781405164221.ch1

Appiah, M. R. (2015). A Study of Supervision in Rural and Urban Junior High Schools in the Akuapim-North District.  

Armstrong, M. (2015). Essential Human Resource Management Practice : A Guide to People Management, Kogan Page Publishers.

Armstrong, M. (2017). A Handbook of Human Resource Management Practice (9th Ed.). London : Kogan Page.

Armstrong, M. (2017). Armstrong's Handbook of Human Resource Management Practice. 12th Edn., Kogan Page, USA.

Azaru Et Al. (2018). In-Service Staff Training Programme for Effective Science Teaching. American Journal of Educational Research, 3(2), 185-190.

Baffour-Awuah, P. (2016). Supervision of Instruction in Public Primary Schools in Ghana : Teachers' and Head Teachers' Perspectives (Professional Doctorate Thesis). Murdock University.

Bandura, A. (1997). Self-Efficacy : The Exercise of Control. New York : W.H. Freeman.

Barney, J. B., Wright, P. M. (2018). On Becoming A Strategic Partner : The Role of Human Resources in Gaining Competitive Advantage. Human Resource Management, 37(1), 31-46. https://doi.org/10.1002/(SICI)1099-050X(199821)37:1%3C31::AID-HRM4%3E3.0.CO;2-W

Bessong, F. E., Ojong, F. (2017). Supervision an Instrument of Teaching-Learning Effectiveness : Challenge for the Nigerian Practice. Global Journal of Educational Research, 8 (1-2), 15-20. https://doi.org/10.4314/gjedr.v8i1-2.53763

Bjorkman, I., Gooderham, P. N. (2015). Twenty-Four International Human Resource Management Research and Institutional Theory : Edward Elgar.

Cave, A., Brown, C. (2018). When Learning is at Stake: Exploration of The Role 123 Educator Training and Professional Development Schools on Elementary. National Forum of Teacher Education Journal, 20 (3), 1-21.

Chan, L. L., Shaffer, M. A., and Snape, E. (2019). In Search of Sustained Competitive Advantage : The Impact of Organizational Culture, Competitive Strategy and Human Resource Management Practices on Firm Performance. International Journal of Human Resource Management, (1). 17. https://doi.org/10.1080/0958519032000157320

Chaudhry, N. I., Ashraf, Z., and Jaffri, A. M. (2017). Mediation Effects of Political Skills Dimensions on Employee Performance. International Journal of Business and Management, 7(9), 120-125. https://doi.org/10.5539/ijbm.v7n9p120

Cleaveland, Goldberg, C. (2016). Employees' Perceptions of Their Leaders : Is Being Similar Always Better ? 33(3). https://doi.org/10.1177/1059601108318232

Dalton, L., Rapa, E., and Stein, A. (2020). Protecting the Psychological Health of Children Through Effective Communication About COVID-19. Lancet Child Adolesc Health, 4(5), 346-347. http://doi.org/10.1016/s2352-4642(20)30097-3

Deborah, A., Clark, C., and Dunlop, Y. (2016). The Role of Gender in Job Promotions. Monthly Labor Review.

Delaney, J., Hussield, M. (2018). The Impact of Human Resource Management Practices on Perceptions of Organizational Performance. Academy of Management Journal, 39(4), 949-969. https://doi.org/10.5465/256718

Demo, G. (2016). Políticas de gestão de pessoas, valores pessoais e justiça organizacional. Revista de Administração Mackenzie, 11(5), 55-81. https://doi.org/10.1590/S1678-69712010000500004

Denby, S., (2015). The Importance of Training Needs Analysis, Industrial and Commercial Training, 42(3), 147-150. https://doi.org/10.1108/00197851011038132

Doherty, A.J. (2018). The Effect of Leader Characteristics on The Perceived Transformation/Transactional Leadership and Impact of Interuniversity Athletic Administrators. Journal of Sport Management, 11(3), 275-286. https://doi.org/10.1123/jsm.11.3.275

Drame, E.R., Xu, Y. (2017). Examining Socio-Cultural Factors in Response to 124 Intervention Models. Childhood Education, 85(1), 26-32. https://doi.org/10.1080/00094056.2008.10523053

Dumanie, B. (2018). "The New Non-Managers," Fortune, 22 February. Practice. Industrial and Organizational Psychology, 1, 52-55. Management. Journal of Management Development, 18(5-6), 543-556.

Durksen, T. L., Klassen, R. M. (2017). Pre-Service Teachers' Weekly Commitment and Engagement During a Final Training Placement : A Longitudinal Mixed Methods Study. Educational and Child Psychology, 29, 32-46.

Díez, J., Gatt, S. and Racionero, S. (2016). Placing Immigrant and Minority Family and Community Members at the School's Centre : The Role of Community Participation, European Journal of Education, 46(2), 184-196. http://dx.doi.org/10.1111/j.1465-3435.2011.01474.x

Elizabeth, H. F., Amy L. K. (2018). Resolution, Relief, and Resignation: A Qualitative Study of Responses to Misfit at Work. https://doi.org/10.5465/amj.2014.0566

Erickson Et Al. (2018). The Role of Deliberate Practice in the Acquisition of Expert Performance. Psychological Review, 100(3), 363-406. https://doi.org/10.1037/0033-295X.100.3.363

Fahim, M. G. A. (2018). Strategic Human Resource Management and Public Employee Retention. Review of Economics and Political Science, 3(2), 20-39. https://doi.org/10.1108/REPS-07-2018-002

Frye, M. B. (2019). Equity-Based Compensation for Employees: Firm Performance and Determinants. The Journal of Financial Research, 27(1), 31-54. https://doi.org/10.1111/j.1475-6803.2004.00076

Gamage, A. S. (2019). Recruitment and Selection Practices in Manufacturing Smes in Japan : an Analysis of the Link with Business Performance. Ruhuna Journal of Management and Finance, 1(1), 37-52.

Gerhart, B. (2015). How Much Does National Culture Constrain Organizational Culture ? Management and Organization Review, 5(2), 241259. https://doi.org/10.1111/j.1740-8784.2008.00117.x

Gordon, G., Whitchurch, C. (2015). Managing Human Resources in Higher Education: The Implications of a Diversifying Workforce. Higher Education Management and Policy, 19(2), 131-15. https://doi.org/10.1787/hemp-v19-art14-en

Grether, C. (2019). Personal Benefits of Earning a Master's in Education.

Griesbaum, J., Görtz, M. (2015). Using Feedback to Enhance Collaborative Learning : an Exploratory Study Concerning the Added Value of Self- and Peer-Assessment by First-Year Students in a Blended Learning Lecture. International Journal of E-Learning and Distance Education, 9, 481-503.

Grote, G., Kolbe, M., and Waller, M.J., (2017). On the Confluence of Leadership and Coordination in Balancing Stability and flexibility in Teams. Paper Presented at the Academy of Management Conference, Boston. https://doi.org/10.5465/AMBPP.2012.12777abstract

Hargreaves Et Al. (2018). Sustainable Leadership. San Francisco : Jossey Bass.

Herpen, M. V., Cools, K., and Praag, M. V. (2019). Wage Structure and the Incentive Effects of Promotions.

Hiltrop, Jean. (2015). A Diagnostic Framework for Building HR Capability in Organizations. Strategic Change, 15, 341 - 351. https://doi.org/10.1002/jsc.776

Jaeger, A. M., Kanungo, R. N. (Eds.). (2015). Management in Developing Countries. London : Routledge. https://doi.org/10.2307/258777

James, D. (2017). Differentiated Instruction : One School's Survey Analysis. The Corinthian, 10(13).

Kankan, G. (2018). Creating Synergies and Promoting Professional Development Practices in the Faculty and Educational Studies, University of Education, Winneba. A Paper Delivered at A 2-Day (26th-27th May 2013) Faculty Retreat at Manna Height Hotel, Mankessim, Ghana.

Katozai, M.A. (2015). A Comprehensive Study of Education for Prospective Headmasters and Headmistress, University Publisher, Doger Unique Book Peshawar.

Katz, J., Aldrich, H., Welbourne, T. M., and Williams, P. M. (2015). Guest Editor's Comments on Special Issue on Human Resource Management and The SME : Toward a New Synthesis. Entrepreneurship Theory and Practice, 7- 10. https://doi.org/10.1177/104225870002500102

Kaufman, B. (2015). Comparative Employment Relations : Institutional and Neo-Institutional Theories. Andrew Young School of Policy Studies Research Paper Series, 10(3).

Kilgallon, P., Maloney, C., and Lock, G. (2018). Early Childhood Teachers' Sustainment in the Classroom. Australian Journal of Teachers' Education, 33 (2), 41-54. https://doi.org/10.14221/ajte.2008v33n2.3

Kim, A., Lee, C. (2017). How Does HRM Enhance Strategic Capabilities ? Evidence from the Korean Management Consulting Industry. The International Journal of Human Resource Management, 23(1), 126-146. https://doi.org/10.1080/09585192.2011.561247

Kindall, A. F., Gatza, J. (2015). Positive Program for Performance Appraisal. Harvard Business Review.

Klassen, R. M., Al-Dhafri, S., Mansfield, C. F., Purwanto, E., Siu, A., Wong, M. W. and Woods-Mcconney, A. (2012). Teachers' Engagement at Work : An International Validation Study. Journal of Experimental Education, 80, 1-20. https://doi.org/10.1080/00220973.2012.678409

Kristof-Brown, A., Guay, R. P. (2018). Person-Environment Fit. In S. Zedeck (Ed.), APA Handbook of Industrial and Organizational Psychology, Maintaining, Expanding, and Contracting The Organization . American Psychological Association, 3, 3-50. https://doi.org/10.1037/12171-001

Kundu, K. (2015). "Development of the Conceptual Framework of Organizational Climate." Vidyasagar University Journal of Commerce, 12, 99-108.

Kyriacou, C., Chien, P. (2015). Teacher Stress in Taiwanese Primary School. Journal of Education Enquiry, 5(2), 86-104.

Landeros, Mary. (2016). Defining The 'Good Mother' and the 'Professional Teacher’ : Parent-Teacher Relationships in an Affluent School District. Gender and Education. 23. 247-262.  https://doi.org/10.1080/09540253.2010.491789

Lau, E.Y.H., Li, H. and Rao, N. (2017). Exploring Parental Involvement in Early Years Education in China : Development and Validation of the Chinese Early Parental Involvement Scale (CEPIS), International Journal of Early Years Education, 20(4), 405-421. http://dx.doi.org/10.1080/09669760.2012.743099

Leithwood, K., Strauss, T., and Sacks, R. (2015). The Relationship Between Distributed Leadership and Teachers' Academic Optimism. In a Harris (Ed.), Distributed Leadership, Springer Science+Business Media B.V., 81-100.

Lola, M.P. (2018). A Holistic Approach for the Strategic Management of First-Tier Managers. Management Secision, 45 (3), 616-641. https://doi.org/10.1108/00251740710745151

Majumder, M. T. H. (2017). HRM Practices and Employees' Satisfaction Towards Private Banking Sector in Bangladesh. International Review of Management and Marketing, 2(1), 52-58.

Malik, M. E., Nawab, S., Naeem, B. and Danish, R. Q. (2015). "Job Satisfaction and Organizational Commitment of University Teachers in Public Sectors of Pakistan", International Journal of Business And Management, 5 (6), 17-26. https://doi.org/10.5539/ijbm.v5n6p17

Marques, AJ. Et Al. (2015). The C-Terminal Extension of The Beta7 Subunit And Activator Complexes Stabilize Nascent 20 S Proteasomes and Promote Their Maturation, J Biol Chem, 282(48), 34869-76. https://doi.org/10.1074/jbc.M705836200

Mauno Et Al., (2016). "Job Demands and Resources as Antecedents of Work Engagement : A Longitudinal Study," Journal of Organizational Behavior, 70, 149-171. https://doi.org/10.1016/j.jvb.2006.09.002

Meyer, J. W., Rowan, B. (2015). Institutionalized Organizations : Formal Structure as Myth and Ceremony, American Journal of Sociology, 340-363. https://doi.org/10.1086/226550

Milikic, B. B. (2015). The Influence of Culture on Human Resource Management Processes and Practices : The Propositions for Serbia. Serbia: University of Belgrade, 58(181), 93-118. https://doi.org/10.2298/EKA0981093B

Mitchell, G. W., Skinner, L. B., and White, B. J. (2018). Essential Soft Skills for Success in the Twenty-First Century Workforce as Perceived by Business Educators. Delta Pi Epsilon Journal, 52(1), 43-53.

Moller, J., Eggen, A (2015). Team Leadership in Upper Secondary Education, School Leadership and Management, 25(4), 331-347. https://doi.org/10.1080/13634230500197132

Mondy, R. W., Noe, R. M. (2016). Human Resources Management (5 Ed.). Boston, MA : Allyn and Bacon.

Moreno Et Al. (2016)." Between Transaction and Transformation : The Role of School Principals as Education Leaders in Spain," Journal of Educational Change, 7(1-2), 19-31. https://doi.org/10.1007/s10833-006-0010-7 

Mundhra, D. D., Jacob, W. (2016). Intrinsic Motivation in the Indian Manufacturing Sector : An Empirical Study. The IUP Journal of Organizational Behavior, 10 (2).

Murphy, K. R., Cleveland, J. N. (2015). Understanding Performance Appraisal, London : Sage.

Njaga Et Al. (2019). Teachers' Perspective Towards Differentiated Instruction Approach in Teaching and Learning of Mathematics in Kenya. Chuka University, Kenya. International Journal of Humanities and Social Science, 4 (13). http://dx.doi.org/10.1037/0022-0663.90.3.374

Noe, R. A., Hollenbeck, J.R., Gerhart, B., and Wright, P.M. (2018). Human Resource Management : Gaining a Competitive Advantage, 5th Edition, New Delhi, Tata Mcgraw-Hill Publishing Company Ltd.

Nolan, J. F., Hoover, L.A. (2017). Teacher Supervision and Evaluation : Theory Into Practice (2nd Ed.). New Jersey : John Wiley and Sons, Inc.

Nyarko, J. S. (2016). Perceptions on Head Teachers' Supervisory Competencies in Public Basic Schools in the Kwaebibirem District in the Eastern Region of Ghana.

Patricia, O. (2018). Educational Administration, and Policies Studies, Delta State University Abraka Delta State, Nigeria).

Ofori, D., Aryeetey, M. (2016). Recruitment and Selection Practices in Small and Medium Enterprises. International Journal of Business Administration, 2(3),45-60. https://doi.org/10.5430/ijba.v2n3p45

Ogundipe, A., Ajayi, K. O. (2019). Effects of Job Stress on Teaching Performance of Secondary School Teachers in Ijebu-Ode Local Government. International Journal of Educational Foundations and Management, (1), 35-42.

Paauwe, J., Boselie, P. (2018). Challenging 'Strategic HRM'and the Relevance of the Institutional Setting. Human Resource Management Journal, 13(3),56-70. https://doi.org/10.1111/j.1748-8583.2003.tb00098.x

Park, H. J., Mitsuhashi, H., Fey, C. F., and Bjorkman, I. (2018). The Effect of Human Resource Management Practices on Japanese MNC Subsidiary Performance : A Partial Mediating Model, The International Journal of Human Resource Management, 14(8), 1391-1406. https://doi.org/10.1080/0958519032000145819

Perkins, S. J., Vartiainen, M. A. (2015). European Reward Management ? Introducing the Special Issue. Thunderbird International Business Review, 52(3),175-187. https://doi.org/10.1002/tie.20323

Porter and Brophy (2018). https://bit.ly/2AdceRd

Porter, L. W., Lawler, E. E. (2018). Managerial Attitudes and Performance. Online Agris. Fao. Org.

Qureshi, M. T., Ayisha, A., Mohammad, A. K.., Rauf, A.S. and Syed, T. H. (2015). "Do Human Resource Management Practices Have an Impact on the Financial Performance of Banks ?", African Journal of Business Management, 4(7), 1281-1288.

Rice, J. (2016). The Impact of Teacher Experience. National Center for Analysis of Longitudinal Data in Education Research. Urban University.

Saibou, H. (2016). Performance Appraisal in the Public Sector in Niger. International Journal of Business and Management, 6(6). https://doi.org/10.5539/ijbm.v6n6p263

Walklate, S. (2018). Seeing' Gender, War and Terror. https://doi.org/10.1177/1748895818780193

Sawchuk, S. (2017). Issues A-Z : Teacher Evaluation : An Issue Overview, Education Week.

Segun, O. (2015). Educational supervision : Perspective and practice in Nigeria. Ile Ife : University of Ile Ife.

Selamat, N. Et Al., (2018). "The Impact of Organizational Climate on Teachers' Job Performance." Educational Research Journal, 2(1), 71-82. https://doi.org/10.5838/erej.2013.21.06

Sendziuk, P. (2015). Sink or Swim? Improving Student Learning Through Feedback and Self-Assessment. International Journal of Teaching and Learning in Higher Education, 22(3), 320-330.

Sergiovanni, T. J., Starratt, R. (2015). Supervision : Amredefinition (7th Ed.), New York : Mcgraw-Hill.

Shah, J., Warsi, J. K., Naeem, S., and Chaudhry, A. G. (2016). Reward Practices : A Technique Towards Enhanced Organizational Performance. Interdisciplinary Journal of Contemporary Research in Business,3(2).

Shibiti, R. (2020). Public School Teachers' Satisfaction with Retention Factors in Relation to Work Engagement. SA Journal of Industrial Psychology, 46(1), 1-9. https://doi.org/10.4102/sajip.v46i0.1675

Snell, S. A., Dean, J. W. (2017). Integrated Manufacturing and Human Resource Management : A Human Capital Perspective. Academy of Management Journal, 35(3), 467-504. https://doi.org/10.5465/256484

Staiger (2018). Classroom Composition and Measured Teacher Performance : What Do Teacher Observation Scores Measure? Educational Evaluation and Policy Analysis, 38(2),293-317. https://doi.org/10.3102/0162373715616249

Syed, Z. J. W. (2017). The Universalistic Perspective of HRM and Organizational Performance : Meta-Analytical Study. International Bulletin of Business Administration, 13.

Tesfaw, T.A., Hofman, R.H. (2017). Instructional Supervision and its Relationship With Professional Development : Perception of Private and Government Secondary School Teachers in Addis Ababa.

Tessema, T. M., Soeters, J. L. (2016). Challenges and Prospects of HRM in Developing Countries : Testing the HRM-Performance Link in the Eritrean Civil Service, The International Journal of Human Resource Management, 17(1), 86-105. https://doi.org/10.1080/09585190500366532

Tom Mcmullen (2016). Practices in Sample Size Determination and Variance Estimation - Implications on Data Analysis, 154.

Tshwane University of Technology (TUT) (2018). Institutional Operational Plan 2005-2010. The Tshwane University of Technology, Pretoria : Unpublished.

Tuccie Et Al. (2017). Ebola : Translational Science Considerations. J Transl Med. 13(11). https://doi.org/10.1186/s12967-014-0362-3

WIR (2019). Investing in the Sdgs: an Action Plan.

Wislon, D. C. (2017). A Strategy of Change : Concepts and Controversies in the Management of Change : Routledge.

Wright, P. M., Mcmahan, G. C., and Mcwilliams, A. (2019). Human Resources and Sustained Competitive Advantage: A Resource-Based Perspective. International Journal of Human Resource Management, 5(2), 301-326. https://doi.org/10.1080/09585199400000020

Yao, T., Qiu, Q., and Wei, Y. (2019). Retaining Hotel Employees as Internal Customers: Effect of Organizational Commitment on Attitudinal and Behavioral Loyalty of Employees. International Journal of Hospitality Management, 76, 1-8. https://doi.org/10.1016/j.ijhm.2018.03.018

Yukl, G. (2016). Leadership in Organizations, Prentice Hall, Upper Saddle River, NJ.

Zepeda, S. J. (2017). Instructional Leadership : Applying Tools and Concepts (3rd Ed.). Larchmont, NY : Eye on Education. https://doi.org/10.4324/9781315625874