Human Resource Management and Teacher Performance in Educational Institutions

Abstract

This study examines how Human Resource Management (HRM) practices contribute to improving teacher performance in education by analyzing professional development, performance management, organizational support, and employee engagement as interconnected dimensions of institutional HRM. A qualitative approach with a case study design was employed. Data were collected through in-depth interviews, observations, and documentation involving leaders and teachers, and were analyzed using data condensation, data display, and conclusion drawing and verification. The findings indicate that teacher performance is shaped not only by competence but also by the coherence of overall institutional HRM practices. Strategic recruitment and placement establish professional suitability; needs-based professional development strengthens pedagogical and technological competencies; while performance management provides assessment, feedback, recognition, and improvement mechanisms. Organizational support, motivation, commitment, and collaboration enable teachers to translate their capabilities into professional contributions. The study identifies that HRM practices generate stronger effects when implemented as an integrated system rather than isolated administrative activities. Accordingly, the study proposes an HRM cycle consisting of strategic recruitment and placement, competency identification, needs-based professional development, performance assessment, feedback, recognition and support, performance improvement, career development, and institutional learning. The study contributes conceptually by positioning teachers as strategic human capital and practically by providing educational leaders with a framework for aligning teacher development, performance management, organizational support, and institutional objectives to strengthen educational quality and institutional effectiveness.