Evaluating the effectiveness of human resources practices on teaching and learning outcomes in primary education

Ifeoma   Chinyere Umeji

doi:10.18282/hrms.v6i3.3490

Ifeoma Chinyere Umeji Department of Primary Education, School of Early Childhood Care and Primary Education, Nwafor Orizu College of Education Nsugbe, Nsugbe 432108, Anambra State, Nigeria

Ariticle ID: 3490

24 Views, 19 PDF Downloads

DOI: https://doi.org/10.18282/hrms.v6i3.3490

Keywords: effectiveness; human resources practices; teaching; learning outcomes; primary education

Abstract

This study evaluates the effectiveness of human resources (HR) practices on teaching and learning outcomes in primary education. The research was guided by four research questions and two research hypotheses. The study utilized a survey design via Google Forms for efficient data collection on human resources practices’ effectiveness in primary education. The questionnaire, validated by experts, garnered 60 responses within a month. Data analysis in Statistical Package for the Social Sciences (SPSS) included descriptive statistics and analysis of variance (ANOVA) techniques, adhering to ethical standards. The findings highlight the importance of HR practices that accommodate diversity, support inclusivity, and foster a sense of belonging for all students. Challenges in implementing inclusive HR practices are also identified, emphasizing the need for ongoing efforts to promote inclusivity and equity in primary education. The study concludes by advocating for the development and implementation of effective HR strategies to enhance teaching and learning outcomes in primary education.

References

Alajlani, S., & Yesufu, L. O. (2022). The impact of human resource practices on employee retention: A study of three private higher educational institutions in the United Arab Emirates. SA Journal of Human Resource Management, 20, 1823. https://doi.org/10.4102/sajhrm.v20i0.1823

Al-Daboub, R. S., Al-Madadha, A., & Al-Adwan, A. S. (2024). Fostering firm innovativeness: Understanding the sequential relationships between human resource practices, psychological empowerment, innovative work behavior, and firm innovative capability. International Journal of Innovation Studies, 8(1), 76–91. https://doi.org/10.1016/j.ijis.2023.12.001

Arslan, A. S., Karataş, F., Ünal, S., & Aslan, A. (2022). The effects of group mentoring on teachers’ classroom activities: An instrumental case study. Participatory Educational Research, 9(5), 390–413. https://doi.org/10.17275/per.22.120.9.5

Batista, J. P., Torre, C., Sousa Lobo, J. M., & Sepodes, B. (2022). A review of the continuous professional development system for pharmacists. Human Resources for Health, 20(1), 3. https://doi.org/10.1186/s12960-021-00700-1

Boonk, L., Gijselaers, H. J., Ritzen, H., & Brand-Gruwel, S. (2018). A review of the relationship between parental involvement indicators and academic achievement. Educational Research Review, 24, 10–30. https://doi.org/10.1016/j.edurev.2018.02.001

Candrasari, R., Yorman, Y., Mayasari, N., et al. (2023). Visionary leadership in education management: Leading toward optimal achievement in the era of independent learning. Indonesian Journal of Education (INJOE), 3(3), 451–467.

Cesário, F., Sabino, A., Moreira, A., & Azevedo, T. (2022). Green human resources practices and person-organization fit: The moderating role of the personal environmental commitment. Emerging Science Journal, 6(5), 938–951. https://doi.org/10.28991/esj-2022-06-05-02

Cobanoglu, F., Sertel, G., & Sarkaya, S. S. (2018). Human resource management practices in Turkish education system (Denizli case). European Journal of Educational Research, 7(4), 833–847. https://doi.org/10.12973/eu-jer.7.4.833

Copriady, J., Zulnaidi, H., Alimin, M., & Albeta, S. W. (2021). In-service training and teaching resource proficiency amongst Chemistry teachers: the mediating role of teacher collaboration. Heliyon, 7(5), e06995. https://doi.org/10.1016/j.heliyon.2021.e06995

Dolati, A., Taghikhany, T., Khanmohammadi, M., & Rahai, A. (2015). Scenario-based seismic performance assessment of regular and irregular highway bridges under near-fault ground motions. Earthquakes and Structures, 8(3), 573–589.

Eiamsa-Ard, P., Piriyarungroj, N., Thianpong, C., & Eiamsa-Ard, S. (2014). A case study on thermal performance assessment of a heat exchanger tube equipped with regularly-spaced twisted tapes as swirl generators. Case Studies in Thermal Engineering, 3, 86–102. https://doi.org/10.1016/j.csite.2014.04.002

Faizuddin, A., Azizan, N. A., Othman, A., & Ismail, S. N. (2022). Continuous professional development programmes for school principals in the 21st century: Lessons learned from educational leadership practices. In: Frontiers in Education. Frontiers. p. 983807.

Gomes, J. F., Sabino, A., & Antunes, V. (2023). The effect of green human resources management practices on employees’ affective commitment and work engagement: The moderating role of employees’ biospheric value. Sustainability, 15(3), 2190. https://doi.org/10.3390/su15032190

Haniko, P., Thoyyibah, M., Syamsurijal, S., et al. (2024). Culturally responsive teaching: Strategies for promoting inclusivity in diverse classrooms. Global International Journal of Innovative Research, 2(4), 821–830. https://doi.org/10.59613/global.v2i4.127

Hughes, S. J. (2014). Teachers as placemakers: How primary school teachers design, manage and maintain learning spaces as part of their daily workflow [PhD thesis]. University of Southern Queensland.

Ko, B., & Boswell, B. (2013). Teachers’ perceptions, teaching practices, and learning opportunities for inclusion. Physical Educator, 70(3), 223.

Kutsyuruba, B., & Godden, L. (2019). The role of mentoring and coaching as a means of supporting the well-being of educators and students. International Journal of Mentoring and Coaching in Education, 8(4), 229–234. https://doi.org/10.1108/ijmce-12-2019-081

Mintrop, R., Ordenes, M., Coghlan, E., et al. (2018). Teacher evaluation, pay for performance, and learning around instruction: Between dissonant incentives and resonant procedures. Educational Administration Quarterly, 54(1), 3–46. https://doi.org/10.1177/0013161x17696558

Nistor, N., Daxecker, I., Stanciu, D., et al. (2015). Sense of community in academic communities of practice: Predictors and effects. Higher Education, 69, 257–273. https://doi.org/10.1007/s10734-014-9773-6

Saddique, F., & Raja, B. I. (2022). Enhancing morale through effective communication: A study of head teacher-teacher interaction in government schools of Rawalpindi City. Pakistan Languages and Humanities Review, 6(1), 229–240.

Shilling, D. (2023). The complete guide to human resources and the law: 2024 Edition. Wolters Kluwer Law & Business.

Uy, F., Abendan, C. F., Andrin, G., et al. (2024). Exploring strategies for fostering a culture of continuous professional development and learning: A systematic literature review. International Multidisciplinary Journal of Research for Innovation, Sustainability, and Excellence (IMJRISE), 1(3), 191–198.

Uy, F., Andrin, G., Vestal, P., et al. (2024). Transformative leadership in Philippine education: Fostering innovation and excellence. International Multidisciplinary Journal of Research for Innovation, Sustainability, and Excellence (IMJRISE), 1(3), 185–190.

Whitlock, B. (2024). Mentorship programs in schools: Bridging the character education gap. Journal of Moral Education, 53(1), 89–118. https://doi.org/10.1080/03057240.2023.2280757

Yonezawa, A., & Shimmi, Y. (2017). Japan’s challenge in fostering global human resources: Policy debates and practices. In: Globalization and Japanese exceptionalism in education. Routledge. pp. 43–60.