Influence of human resource practices on teacher's performance in public schools: a Case of Elang'ata Wuas subcounty, Kajiado county, Kenya

Abstract

This study examined the influence of human resource (HR) practices on teacher performance in public schools, focusing on Elang'ata-Wuas Sub-county, Kajiado County, Kenya. It explored how recruitment and selection, training and development, compensation and benefits, performance appraisal, and the work environment impact teacher effectiveness in lesson delivery, student performance, discipline management, and professional commitment. Teachers play a crucial role in shaping learners' academic success and holistic development; thus, evaluating whether existing HR policies support their motivation and professional growth is essential. The study was guided by four objectives: to examine the effect of recruitment and selection on teacher performance, assess the influence of training and development on lesson delivery and student outcomes, evaluate the impact of compensation and benefits on motivation and satisfaction, and analyze the role of performance appraisal and work environment in enhancing teacher discipline management and commitment. The study was anchored on five theories: Person-Organization Fit Theory, Experiential Learning Theory, Herzbergs Two-Factor Theory, Goal-Setting Theory, and Human Capital Theory. A descriptive research design was adopted, targeting public school teachers, head-teachers, and education officers. Data were collected through structured questionnaires and interviews. Statistical analysis, including descriptive and inferential methods, was used. Chapter Four presented data analysis and interpretation, revealing that recruitment was often influenced by non-merit factors, training opportunities were inconsistent, and compensation was a significant demotivator due to delays and lack of incentives. However, performance appraisal and supportive environments showed strong positive correlations with professional commitment and discipline management. Qualitative insights revealed gaps in policy implementation and limited support at the local level.Chapter Five summarized the findings and concluded that effective HR practices positively influenced teacher performance. The study recommended transparent recruitment, regular and relevant training, competitive compensation, effective appraisal systems, and a conducive work environment. These would enhance job satisfaction, retention, and education quality. Theresearch contributes valuable insights for HR policy reforms and educational management in similar rural contexts.