HUMAN RESOURCE MANAGEMENT PRACTICES AND PERFORMANCE OF TEACHERS IN THE PRIVATE SCHOOLS OF SARABURI PROVINCE, THAILAND: A DEVELOPMENT PLAN

Abstract

The Objectives of the research article were to find out the relationship between the HRM practice and the performance of the private school teachers under the provincial education in Saraburi Province, Thailand. A descriptive correlational research design utilizing an adopted questionnaire which was administered to 29 school directors and 564 teachers in private schools. It was revealed that the profile of the teacher respondents was mostly in the age bracket of 25-30 and directors were under 31-35, they were all female, with Bachelor’s degree holder, Thai nationality, with the teaching experience of 1 -5 years and administrative experience of more than 30 years. The extent of HRM practiced were agreed both teachers and directors. They always practiced recruitment and selection, training and development, employee participation, performance appraisal, and compensation and award. It was found out that there was no significant differences of the extent of HRM practices of the teachers. Similarly, there was no significant difference between the extent of HRM practice and profile when grouped according to their profile and no significant difference in the extent of HRM practices of the different districts. Moreover, the performance of the private school teachers in terms of planning, providing teaching materials, and evaluation; learner reinforcement and development; and commitment and communication with the learners revealed was satisfactory. There was no significant difference in the performance of teachers when grouped according to the school districts and also no significant relationship between the extent of HRM practices and performance of teachers in private school. In addition, the problems encountered by the private teachers such as imbalance recruitment of qualified staff, lack of financial support, lack of modern training methods and technologies and unidentified training opportunities. Thus, it can be concluded that HRM practice had no relationship with teachers’ performance.