SCHOOL HEADS’ HUMAN RESOURCE MANAGEMENT PRACTICES, TEACHERS’ SCHOOL ENGAGEMENT, AND TEACHING PERFORMANCE

Abstract

The main thrust of the study was to evaluate the school heads’ human resource management (HRM) practices in relation to teachers’ school engagement and teaching performance. The study employed a descriptive survey method. It was conducted among the 55 private elementary schools in the Division of Bohol using modified questionnaire checklists from Khan N. (2015), Klassen et al. (2012), and the Education Manpower Bureau (2003). The Spearman Rank Correlation Coefficient determined the relationship between variables, while the p-value tested the significance level. With the sudden shift in the educational landscape, school heads’ HRM practices, teachers’ school engagement, and teaching performance among private schools have not shown an interdependent relationship since their p-values 0.846, 0.103, and 0.178, respectively, are greater than the 0.05 level of significance. 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. Hence, the researcher recommends that the Board of Directors (BODs), owners, and school heads of private elementary schools should maintain the 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. Moreover, teachers should maintain school engagement, focusing more on the issues they met in implementing modular distance learning, like student cheating. They should design an anti-cheating scheme regarding the answering of learning modules. Also, teachers should safeguard their mental health as they carry out their roles and responsibilities as curriculum implementers in the new normal. In terms of teaching performance, teachers should stress more on providing support to their students to ensure quality learning despite the absence of face-to-face interaction between them and their students.