INFLUENCE OF HUMAN RESOURCES MANAGEMENT PRACTICES ON TEACHER JOB PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN ENUGU STATE

Abstract

The study examined the influence of human resources management practices on teachers’ job performance in public secondary schools in Enugu State. Two research questions guided the study and two hypotheses were tested at 0.05 level of significance. The researcher adopted a census survey research design. The population for the study was 844 respondents which comprised 36 principals and 808 teachers in the 36 public secondary schools in Awgu Education zone. There was no sampling because the population is manageable. The instrument for data collection was a researcher-developed questionnaire titled “Human Resource Management Practices on Teachers’ Job Performance Questionnaire (HRMPTJPQ)”. The instrument was validated by three research experts from the Department of Educational Management and the Department of Mathematics and Computer Education, all from Faculty of Education, Enugu State University of Science and Technology. The reliability of the instrument was determined using Cronbach Alpha procedure which yielded 0.82 for cluster 1 and 0.80 for cluster 2 with an overall reliability index of 0.81 which made the instrument reliable. A 4 point response scale of Very Great Extent (VGE), Great Extent (GE), Low Extent (LE) and Very Low Extent (VLE) was used by the respondents. Two research assistants who were properly briefed assisted the researcher during the data administration and collection processes. The researcher made used of mean and standard deviation to analyse the data as regards the research questions and t-test statistic to test the hypotheses at 0.05 level of significance. The findings of the study revealed that professional development influences teachers’ job performance in public secondary schools in Enugu State to a great extent. Also, motivation influences teachers’ job performance in public secondary schools in Enugu State to a great extent. Based on the findings of the study, the researcher recommended that the government through the Ministry of Education should always embark on professional development of teachers in order to be in line with the 21^st Century methods of teaching.