THE LINK BETWEEN HUMAN RESOURCE MANAGEMENT PRACTICES AND TEACHERS’ JOB PERFORMANCE IN SECONDARY SCHOOLS IN ANAMBRA STATE

Abstract

Education is universally acknowledged as a cornerstone of national development, with teachers serving as the pivotal agents in achieving educational goals. In Nigeria, particularly in Anambra State, secondary schools face systemic challenges such as inadequate funding, poor infrastructure, irregular promotions, and limited professional development opportunities, all of which undermine teachers’ motivation and job performance. This study investigates the link between Human Resource Management (HRM) practices and teachers’ job performance in public secondary schools in Anambra State, providing evidence‑based insights into how recruitment, training, compensation, performance appraisal, and employee relations influence teacher effectiveness. Guided by Herzberg’s Two‑Factor Theory and Human Capital Theory, the study conceptualizes HRM practices as strategic interventions that shape teacher satisfaction, commitment, and productivity. A correlation research design was adopted, with a sample of 799 teachers drawn proportionately from six education zones in Anambra State. Data were collected using two validated instruments: the Staff Development Practices Questionnaire (SDPQ) and the Teachers’ Task Performance Questionnaire (TTPQ). Reliability was confirmed through Cronbach Alpha coefficients ranging between 0.74 and 0.81. Pearson’s correlation coefficient was employed to analyze the data, with hypotheses tested at a 0.05 level of significance. Findings revealed a high positive relationship between mentorship practices and teachers’ task performance (r = 0.769, p < 0.05), indicating that pairing experienced educators with less experienced colleagues enhances instructional delivery and professional growth. Similarly, job rotation showed a moderate positive relationship with teachers’ task performance (r = 0.591, p < 0.05), suggesting that exposure to diverse roles broadens teachers’ skills and adaptability. These results underscore the importance of structured HRM practices in fostering teacher development and improving classroom outcomes. The study further highlights that effective HRM practices—such as fair compensation, continuous training, and transparent appraisal systems—are critical in breaking the cycle of low morale and poor student achievement prevalent in Anambra State.

The implications of these findings are significant for policymakers, school administrators, and stakeholders in the education sector. Strengthening HRM practices through strategic planning, consistent implementation, and investment in teacher welfare can enhance teacher performance and, by extension, student learning outcomes. The study concludes that HRM practices are not merely administrative functions but strategic tools essential for educational effectiveness. It recommends that Anambra State adopt comprehensive HRM frameworks that prioritize mentorship, professional development, and fair appraisal systems to improve teacher performance and overall school effectiveness.