Analysis of human resource management practices on performance of public secondary schools in Mandera east sub county, Kenya

Abstract

This study investigated the influence of Human Resource Management (HRM) practices on the performance of public secondary schools in Mandera East Sub- County, Mandera County, Kenya. The research was necessitated by the persistent challenges in educational outcomes and the critical role of human capital in school effectiveness. The primary objective was to establish how employee motivation, employee appraisal, and employee training collectively and individually impact school performance. Drawing upon key theoretical frameworks such as McClelland's Motivation Theory, Equity Theory, Human Capital Theory, and Social Learning Theory, the study posited that well-managed HRM practices are fundamental drivers of organizational success in the educational sector. A quantitative research design was employed, targeting a population of principals and teachers in public secondary schools within the sub county. Data were collected using structured questionnaires administered to a sample of 84 participants, yielding a robust response rate of 94.0% (N=79). Descriptive statistics, including means and standard deviations, were utilized to analyze perceptions of motivation, appraisal, and training practices. For inferential analysis, Pearson correlation was used to assess relationships between variables, while multiple linear regression and ANOVA were applied to determine the predictive power of the independent variables on school performance. The findings revealed that employee motivation, appraisal, and training all significantly and positively influence school performance. Specifically, employee motivation emerged as a strong predictor, driven by factors such as recognition for good performance, fair remuneration, and effective leadership communication. While teacher involvement in decision-making and work-life balance showed areas for improvement, overall motivation was positive. Employee appraisal systems were found to be valuable for providing feedback and setting clear performance targets; however, their effectiveness was hampered by concerns regarding regularity, perceived bias, and weak linkages to promotion and professional development. Employee training was highly effective in improving instructional skills, strongly supported by school leadership, and its content was largely relevant to teaching needs. Nonetheless, challenges in training availability, regularity, and crucial post-training follow-up support were identified, alongside an unclear contribution to career advancement. The inferential analysis further confirmed these relationships, with a strong collective correlation (R=0.842) between the HRM practices and school performance. The regression model explained 70.9% of the variance in school performance, demonstrating a highly significant predictive power (F=135.50, p<0.001). Employee motivation (Beta=0.421), training (Beta=0.287), and appraisal (Beta=0.245) all exerted significant positive influences on school performance. Based on these findings, the study recommends enhancing participatory management to boost teacher motivation and improve work-life balance. It also advocates for reforming appraisal systems to ensure greater fairness, regularity, and explicit linkage to professional development and career progression. Furthermore, strengthening post-training follow-up and support mechanisms is crucial to maximize the impact of training on skill implementation. Future research could explore qualitative aspects of appraisal bias and conduct longitudinal studies on the long-term effects of specific HRM interventions.