Human Resource Management Practices and Teachers' Commitment among Government Aided Schools in Mbale City, Uganda.

Abstract

This study examined the relationship between human resource management practices and teachers' commitment in selected government secondary schools in Mbale City. The study used a cross-sectional research design with a quantitative approach on a target population of 237 teachers from three government-aided secondary schools in Mbale City, where a sample size of 201 teachers was selected using a simple random sampling technique. A five-point Likert questionnaire with closed-ended questions was developed, tested for validity and reliability, and later deployed for data collection. Data was analyzed using SPSS version 20, where descriptive, correlation, and regression analyses and results were produced.  Human Resource Management practices had a positive and significant relationship with teachers' commitment. However, recruitment was the strongest predictor. Regression coefficients of the study revealed that recruitment predicted teachers' commitment by (β=.284, p<.05), performance appraisal by (β=.116, p<.05), job security by (β=.130, p<.05), and compensation by (β=.131, p<.05). Hence the study concluded that an increase in Human Resource Management practices result into an increase in teachers' commitment by 47.9% when other factors are kept constant. Finally, the study recommends that school administrators enhance compensation practices, such as rewarding teachers accordingly and promptly so that they can reciprocate their efforts, improving their commitment to offering more of the kind under related conditions.