Institute of Pedagogical Sciences

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Subject: search.filters.subject.and development in education.

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    PRACTICES AND CHALLENGES OF HUMAN RESOURCES MANAGEMENT IN THE EDUCATION OFFICE OF THE CENTRAL ZONE, TIGRAY REGION
    (Mekelle University, 2024-12-28) MEASHO GIDEY
    The primary objective of this study was to investigate the practices and challenges of Human Resource Management (HRM) within the education office of the Central Zone in the Tigray region. Twelve Woredas were classified into urban and rural categories, from which three Woredas were selected through simple random sampling. This sampling strategy involved multiple groups drawn from a larger population. Of the 155 schools in total, 14 were chosen through simple random sampling. The study included a sample of 163 participants, comprising school leaders, teachers, support staff, and HRM experts. A mixed-methods approach was utilized, integrating both quantitative and qualitative methods. Data were collected from primary and secondary sources using three key instruments. The research findings reveal several critical issues within the realm of human resource management (HRM) in education. There is a notable lack of access to HRM guidelines for teachers, coupled with insufficient leadership competencies among HRM leaders. Additionally, there is widespread dissatisfaction with the work that HRM does within the educational sector, as well as prevalent misunderstandings about the rules and regulations governing HRM in both civil service and education. Networking among leaders often appears to prioritize personal interests over collective goals. Furthermore, medical documentation provided by hospital doctors to employees is frequently found to be fraudulent. Recruitment processes do not consistently follow established guidelines and exhibit biases, while performance appraisals for teachers and other staff often reflect similar biases. Support staff are generally unaware of the standards by which they are appraised, hindering their ability to implement balanced scorecard (BSC) planning effectively. Certain appraisal metrics for teachers, such as student performance outcomes and dropout rates, are not widely accepted. Additionally, leaders often fail to provide timely feedback to their employees. This study recommends that leaders at all levels of education collaborate to establish guidelines for the education office and revise the BSC, which is currently an inadequate standard for teachers. Support staff should be informed about their appraisal standards, foster networking among leaders, and prevent fraudulent medical claims. Human Resource Management (HRM) within the civil service should adhere to educational guidelines to ensure effective governance in institutions. However, certain HRM practices may be at odds with legal regulations regarding transfers and placements. Consequently, educational HRM activities must function independently to uphold educational integrity and support overarching educational objectives.