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  Human Resource Management Strategies andTeacher’s Efficiency within Schools:
A Co-relational Study.
Kiran Hashmi

Acknowledgement
Dr. Margaret Madden RSM
Margaret.madden@acu.edu.au
Australian Catholic University
	
  

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  Abstract
The aim of the paper is to study Human Resource Management and Development (HRMD)
strategies and their effect on teachers’ efficiency within the Catholic Board of Education (CBE)schools of Pakistan whose teachers are graduates in educational leadership courses from a private
teacher education institutes in Karachi. The study endeavored to build a simple theoretical andconceptual framework where the effectiveness of HRMD strategies in educational leadershipwere studied to explore their impact on enhancing teachers’ efficiency. Leadership education is arelatively a new field of study in the Pakistani education and the concept of Human Resource
Management (HRM) is regarded as novel and its effective usage is rarely seen. HRM strategies
if effectively utilized may become a source of developing a transparent performance
management system, a collaborative and cooperative environment in the schools and of
promoting teachers’ efficiency in the areas of knowledge, values, skills and development as
professionals as well as enhancing a school’s productivity and improving its overall
performance.
A survey methodology was adopted for the current research with purposive sampling to select 50
research participants and a questionnaire was used for data collection using an attitudinal scale.
The results of the study revealed firstly that no relationship exists between the organization of theschool and the newly acquired knowledge and skills of HRM. The school leaders are unaware of
the various functions and strategies which are necessary to promote teachers’ efficiency.
Secondly, the study showed that some of the educational leaders are striving to meet theeducational requirements of the times and to face challenges while using the learnt strategies of
HRM to promote teachers’ efficiency for the improvement of their particular schools.
Keywords: Human Resource Management and Development; teachers’ efficiency; Pakistan.

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  Introduction
Pakistan’s most recent Education Policy, (Ministry of Education [MoE] 2009) identified two gaps
as the fundamental causes of the weak performance of its education sector. The first was named
as the commitment gap, highlighting the lack of commitment to making education of goodquality and accessible to all children. The second gap concerned the lack of implementation
which has disaffected the implementation of policies with their relevant and updated educational
practices. The two gaps are linked, as such ‘a lack of commitment leads to poor implementation’
while ‘weak implementation leads to problems’ (p.14) that can be traced to a lack of commitment
and competence at governance and leadership levels (p.22).
The professional standards and expertise exercised by the Pakistani policy makers in the Nationaland Provincial Ministries of Education as well as the principals and middle managers in theschools are fundamental to bridging the implementation gaps. Yet these pivotal educators are
unprepared. While countries across the world place emphasis on educating school leaders and theestablishment of academies for school leadership, in contrast, almost no persons in management
positions in Pakistan’s education sector have skills training in the function of educational
leadership and are appointed to positions with little management experience (MoE 2009, p.28).
In 2008 the minorities’ system of Catholic Education through its Board of Management for the
Programme Office for Education (POE) took steps to address the dire need for quality leadershipat both its system and individual school levels as a means to ensuring the long-term benefits of its
programmes. Notre Dame Institute of Education (NDIE) was commissioned by the POE todesign and implement an intervention to include the components of educational policy
development and planning; curriculum development and implementation; and effective
management structures and strategies. The Institute took the position that short term leadershipin-service programmes would be neither effective nor efficient for long-term outcomes. With the
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  support of Australian Catholic University’s (ACU) School of Educational Leadership three longterm systematic Award courses were designed and encultured for the Pakistani context.
To fill in the desired gap, in 2010 NDIE piloted a two year programme of educational leadershipoffering the (ACU Awards of Graduate Certificate (GradCert), Post- Graduate Certificate(PGCert) and Masters in Educational Leadership (MEdLead). An outcome of the implementation
process was the development of the type of curriculum and instruction which aimed to create anenvironment of self-directed learning and decision making in committed and professionallyqualified educational leaders who in turn contribute to the creation of a national educational
environment where both equity and diversity are honored (Mission Statement of NDIE 1991;
2009).
Leadership in and for education and its development is a relatively new field of study in Pakistan
as are the components of its curriculum. Human Resource Management and Development(HRMD) was included as a unit of study in the NDIE Masters course to help develop the skills ofpractical and strategic management of the personnel within a school. HRMD studies, while
originating in the field of business studies, are equally relevant and critical for the effective
management of educational institutes.
HRMD is considered as an important field of study for professionals in the corporate as well as in
the education context. Such studies equip the leadership and management of different
organization to deal with the human resources within an organization in multiple ways while
utilizing its strategies to reach their goals (Akbar 2009; Guttel 2010; Bibi, Lanrong & Haseeb
2012; Wisdom & Ebimobowei 2013). Many studies have been conducted and provided valuable
insights on HRMD in the corporate sector in the recent years; while neglect of such studies isevident in the paucity of utilization of effective HRMD in the education sector (Akbar 2009).
Erdamar (2013) pointed out that the knowledge, awareness and application of HRMD is integral
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Volume 2 - Issue 1 - Winter	  to the effective functioning of education leaders as it helps to provide a foundation for the growthand promotion of education systems. Skilled and professionally qualified leaders in HRMD are
considered to perform better for the development of the organization than the unqualified andunskilled ones (Iqbal, Arif & Abbas 2011). Furthermore, Hoffman and Shrew (2013) laid stresson the fact that the leaders’ knowledge and skills of HRMD help in promoting the efficiency andefficacy of the staff leads to the development of their organization at large. The concept ofutilizing HRMD in the corporate sector to achieve the desired goals has almost the same
implication in the education sector. Leaders are required to be acquainted with the skills neededfor effective leadership and management for the development of their institutions and thewellbeing of the human resource employed.
Considering the importance of HRMD and its practical implications for the effective performanceof leaders in schools, the recent study involved participants from various geographical areas ofPakistan enrolled in the pilot NDIE-MEdLead course. The study’s intent was to spotlight andinvestigate specifically selected strategies such as compensation, job description, training,
performance appraisal, employee participation, leadership and team work in HRMD used by theunit participants as leaders in their local school settings in order to promote the teachers’
efficiency. The study also aimed to be an evaluative tool for the researcher in identifying the corelation between the content and learning-teaching strategies employed in teaching the HRMD
unit of study and the participants’ abilities to make relevant application in their work settings.
From an analysis of this data, the research will gain practical insights for redesigning the study
unit with a focus on ensuring the MEdLead students will gain better professional skills ofmanaging HRMD having a balance of knowledge, understanding, creative and critical thinking
within their personal and interpersonal capacities. Pakistan based research into the effects ofconscious use of (HRMD strategies in the schools to promote teachers’ efficiency is minimal andthis fact urged the researcher to undertake the study.
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  Objectives of the Study
The objective of the study was to investigate how far applied HRMD strategies such ascompensation, collaboration, team work, payments and rewards, professional development,
employee management and performance appraisal have been effectively utilized in selected CBEschools across Pakistan and the impact these strategies have on teachers’ efficiency. Efficiency ofstaff in an educational environment is not a tangible phenomenon which can be easily measured,as efficiency accounts for multiple psychological and social traits and little consensus has beenreached in terms of its definition, attributes and construct as described by Hoffman and Shaw(2013, p.1). However, the research provided a critical attempt to check the applicability of
HRMD strategies in the CBE schools which employ the NDIE MEdLead students.
Research Question
The problem to be probed through this research was the effect of HRMD strategies used byeducational leaders professionally qualified from NDIE in the unit of Human Resource
Management and Development (EDLE 679) offered under the ACU EdLead Award in promoting
teachers’ efficiency to improve the standard of the CBE schools.
The research problem of this paper is presented in the following question:
What effect does the use of Human Resource Management and Development (HRMD)
strategies by school leaders have on the efficiency of teachers in Catholic Board Schools
in Pakistan?
The study adopted the following hypothesis:
There exists a positive relationship between the Human Resource Management andDevelopment (HRMD) strategies used by school leaders on the efficiency of teachers in
the Catholic Board Schools in Pakistan.
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  µHRMDS ≠ µTE
Purpose of the Study
The purpose of the study was to investigate the links between what was learned in a unit of studyof HRMD and the participants’ implementation of that specific learning in their workplaces. The
study considered the recently established link between the participants’ actions with identifiable
and measurable efficiency criteria among teachers of the respective CBE schools, focusing on theefficiency criteria that were not present in the teachers prior to the interventions made by the unit
participants. Furthermore, an attempt was made to find a measure of the improvement which theunit participants made in managing their staff more effectively through using a variety ofstrategies to develop and promote efficiency in them.
An anticipated outcome from the study is the assistance it will provide selected educational
leaders to improve their practices of management and leadership for a sustained and accelerated
outcome of their school. This study’s importance for NDIE is the insights it will offer towards
improving the set curricula for better applied outcomes most particularly as the EdLead
programme is at the completion of its two year pilot phase. Through this study it is anticipatedthat NDIE will be able to evaluate classroom based efficiency and effectiveness of its educational
leadership graduates working within the CBE school system across Pakistan
Study Organization
Following the introduction, the study presents the theoretical linkages between HRMD strategies
and teachers’ efficiency within schools. Section three provides a review of selected empiricalstudies on human resource strategies with the conceptual framework developed. The model ofregression analysis is used to analyze data, the details of which are discussed in section four
while the fifth section assesses the HRMD strategies utilized by the unit participants and
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  discusses the extent of the impact they create on teachers’ efficiency in the selected CBE schools
in Pakistan. The final section sets the directions for further measures and concludes the study.
Review of Literature
Theoretical Framework
Researchers such as Simatwa 2013; Kelly & Odden 2008; Wang, Chich-Jeng & Mei-Ling 2010;
Jane, Mattew & Bedi 2010; Raccah 2012 suggests that the study of HRMD implies a
combination of theories dealing with the social, psychological and economic dimensions of theleadership and employees. Theories of motivation, behaviorism and humanism form the
proposition of theories used in this particular study as it investigates human resources within an
organization. A critical analysis of these foundation theories leads to the development of threedifferent perspectives of HRMD, namely the behavioral, normative and economic perspectives
that can enhance employees’ efficiency in an organization. The behavioral perspective highlights
the analysis of employees’ actions to identify behavior patterns that separate an effective
employee from a non-performing employee, hence provide support to the leadership in managing
them. The normative perspective of HRMD links workforce management to organizational
strategy. HRMD stresses the linkage of functional areas such as manpower planning, job analysis,
recruitment, compensation and benefits, performance evaluations, contract negotiations and labor
legislations to corporate strategy. This link enforces the organization’s interests over theemployees' conflicting ambitions and interests. It views the workforce as passive resources thatthe organization can use and dispose of at will. On the other hand, the economic perspective
holds the view that the strong natural inclination of people working in groups is to reduce theirperformance and rely on the efforts of others in the group. When one person delegates
responsibility to another person, conflicts of interests invariably arise. The major role of humanresource management in such a context is to promote alternative ways of controlling behavior to
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  reduce the effects of such conflicts and minimize the cost to the organization. This includes thetwo approaches of monitoring and incentive giving (Act of Managing Institutes, UK, 2009).
HRMD is arguably one of the challenging units of study in the field of business and has
influenced the education sector in Western countries over the past 30 years (Nakpodia 2010).
Recently it has stepped into the education sector of Pakistan (MoE 2009). While HRMD can be
defined as the utilization of individuals to achieve organizational goals, effective HRMD isrequired in organizations to get things done (Koc 2010). Individuals dealing with HRMD mattersface a multitude of challenges, ranging from a changing work force to government regulations,
technological revolution and the recent global competition. Those engaged in its management
must develop and work through an integrated HRMD system comprising such functions as
staffing, human resource development, compensation and safety and employee labor relations(Mondy2009). Badri and Mourad (2012) stated that HRMD strategies enhance productivity andthe effectiveness of the organization. When the leaders within organizations employ such
personal practices as internal career ladders, formal training systems, result-oriented performanceappraisal, employment security, employee voice and participation, broadly defined jobs andperformance based compensation; they are more able to achieve their targets. The effective
application of HRMD strategies by the educational leaders is likely to attain the desired outcomesof the institution.
Dessler and Varkkey (2011) highlighted the importance of HRMD for any organization to workand prosper. They hold that the paradigm shift in HRMD from the corporate sector to theeducation sector is a result of rapid globalization in the field of knowledge and education,
increased competition in the education market, reduced financial budgets for the education sector
and changing economic downturn. The economic blow from the West has affected the East as

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Volume 2 - Issue 1 - Winter	  well and therefore the education sector of Pakistan has incorporated HRMD in the studies ofleadership at least in theory, in order to manage its human resources more effectively.
As research in the field evolved, scholars presented many different viewpoints on HRMD
strategies. The theory of planned behavior by Azjen (2011) emphasized the viewpoint that
HRMD managers tend to guide the human behavior of employees based on three beliefs, namely
a belief about the likely consequence; a belief of the normative expectations of others; and beliefs
about the presence of factors that may facilitate or impede the performance of the planned ordesired behavior. In HRMD managers’ respective aggregates, behavioral beliefs produce afavorable or unfavorable attitude toward the behavior; normative beliefs result in perceived socialpressure; and control beliefs give rise to perceived behavioral control. In combination, attitude
toward the behavior, the subjective norm and the perception of behavioral control lead to theformation of a behavioral intention.
Following theory of Azjen, McClelland (2008) claimed that effective HRMD revolves aroundthree major categories: achievement, affiliation and power. In an educational organization, theleaders use effective HRMD to build a framework where employees with different needs are
motivated differently. To manage the employees suitably, high achievers in the organization
should be given challenging projects with reachable goals and be provided frequent feedback. It
is expected that the employees with a high affiliation need, perform best in a cooperativeenvironment, hence HRMD managers strive to develop a collaborative environment in theirrespective organizations. Furthermore, the potential leaders within the educational organization
should be picked and assigned with tasks and opportunities to manage others. In this way aneffective system of management would be developed and the process of goal seeking would bemade relatively easy (Mabin 2007). HRMD mainly works to promote the productivity,

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  performance and efficiency of the staff for the achievement of organizational objectives andprogress.
Conceptual Framework
The conceptual framework of this study has been designed while keeping the determinants of the
independent and dependent variables in consideration. The independent variable was the selected
HRMD strategies (team work, performance appraisal, employee participation, job description,compensation and leadership), whereas, the dependent variable was teachers’ efficiency
accounting for the determinants of competency, compensation, work environment, job
satisfaction and professional development.
If HRMD strategies such as compensation, pay, reward, benefits and policies withinorganisations are well thought out beforehand and applied effectively, it helps in the promotion
and development of the commitment and performance of the employees. Self-directed and selfcommitted employees are considered an asset to an organization as such attributes among
employees foster the productivity of the organization at large and help in sustaining it for a longer
period. The applied HRMD strategies in the organization help in creating a meaningful way tomeet the outcomes utilizing the physiological, psychological and social variables related to
employee development (Erdamar 2011). Furthermore, that the efficiency of teachers/ employees
can be enhanced if the educational leaders know which HRMD strategy is appropriate to be used
at which time (Badri and Mourad 2011). To Koc (2011), the overall performance of the school
depends on both the leadership and the employees as they need to operate in harmony whileconsidering the qualitative and quantitative aspects of the operation of educational institutions. If
HRMD strategies are applied in an effective manner, it is predicted that they develop a twofold
environment where one outcome is to achieve the set targets by promoting the performance,
productivity, efficiency, innovations reliability and security of the employees. The second
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  outcome concentrates on the wellbeing of the employees in terms of health and safety,
satisfaction, pleasure, learning and personal development which enhances the morale, efficacy
and efficiency of the employees through a system design.
HRMD strategies are a set of inner-organizational personal management strategies (Wang,
Chich-jen, & Mei-ling 2010). The effective application of the HRMD strategies in different
situations can help organizations use employees effectively for the completion of organizationaltargets. However, classifications of the HRMD strategies made by various scholars differ fromeach other. For example, the inducement strategy, the investment strategy and the participation
strategy are presented by Dyer (1988), while Schuler (1989) addresses accumulation, utilizationand facilitation. The development strategy, the motivational strategy, the reinforcement strategy
and the transfer strategy as presented by Huang (1998) were taken as the dimensions of the
HRMD strategies for the purposes of this research.
HRMD practices in organizations depend largely on relative powers of organizational actors topush innovation to enhance productivity. The nature of the relationship of the HRMD department
with the different levels of management and employees develops a strategic plan that assists inthe attainment of the set organizational goals (Jain, Mathew, & Bedi 2012). Agarwala (2003)
examined the relationship between organizational commitment and the dimensions associatedwith HRMD practices, the extent of their introduction, their importance for goal achievement andthe satisfaction with their implementation. He further found that among all dimensions, theintroduction of such practices explained the maximum amount of variance in organizational
commitment and thus were most effective in enhancing employee attachment to the organization.
Agarwala’s research indicated that HRMD practices such as innovative and an open work
environment, opportunities for career development, development-oriented appraisal system and

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  comprehensive and customized training programs were positively linked with organizational
commitment.
Methodology
The researcher adopted a survey methodology because of its strength in investigating the effect of
the HRMD strategies used by the EdLead unit participants of NDIE to effect teachers’ efficiency
within the Catholic Board schools of Pakistan.
Target Population
The accessible population for this research was GradCert, PGCert and MEdLead students of
NDIE who undertook their courses in educational leadership between 2010 and 2012. From thetotal accessible population, a sample of 50 participants was selected comprising of a total of 9
males and 41 females.
Sampling Technique
The purposive sampling technique was used in collecting data from the research participants as
the focus of the research was to analyze the effect of HRMD strategies promoting teachers’
efficiency by NDIE Edlead Graduates. The total research population was 76 out of which 9
expressed their non-availability to participate in the research activity; 11 had not completed the
EdLead program; and 6 participants were not employed by the CBE. Therefore the researcher
had available a total population of 50 participants who agreed to take part in the research activity
and filled in the required questionnaire. All 50 research participants received a copy of thequestionnaire which was the main data gathering tool and 44 returned the questionnaires
completed according to the given instructions.
responses.
Instrument Development
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The results of research are based on these 44

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Volume 2 - Issue 1 - Winter	  The questionnaire used for data collection was divided into two sections.

Section A wasdesigned to acquire demographic information from the research participants in response to themost suitable variables while sections B was based on attitudinal scales. The two main types ofattitudinal scales, namely Likert scale and rating scale, were used in developing the datacollecting instrument.
Instrument Reliability
The value of Cronbach’s Alpha calculated for data collected from the EdLead Unit participants of
NDIE from all across Pakistan in relation to the overall reliability of the instrument wascalculated to be 0.922 indexes, which shows high reliability value.
Table 1
Reliability Statistics
Cronbach's Alpha

N of Items

.922

15

Regression Model
For this study the Linear Regression Model (LRM) was used. The regression analysis focused onseven types of human resource management strategies which were training, performanceappraisals, team work, employee participation, job description, compensation and leadership
constituting together as the independent variable. The teacher efficiency variable consisted ofknowledge, professional development, values and skills, and collaboration as indicators ofdependent variable.
To examine the effectiveness of HRMD strategies on teachers’ efficiency, the following
empirical equation of the linear regression model was developed:
β0HRMD= +β1Kn +β2 Pd+β3Vs+β4 C
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  Where HRMD are the Human Resource Management strategies, KN is the knowledge of theteachers, PD is the professional development, VS are the required values and skills of theteacher and C is teachers’ collaboration.
Data, Estimation Results and Findings
The estimation of the results is stated below:
Frequency Distribution
Figure 1

Descriptive Statistics Analysis
Table 2
Descriptive Statistics

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N

MinimuMaximu

m

m

Std.
Mean

Deviation

Skewness
Std.

Statistic Statistic

Statistic

Statistic Statistic

Statistic Error

HRMDS

44

71

40.98

.535

Valid

N 44

22

10.909.357(listwise)
The descriptive statistics above display the values of the measures of central tendency. The
statistics exhibit that the HRMD strategies used at schools by leaders have a critical value lessthan 5 percent equivalent to 0.05 which indicates that the data is normally distributed. Moreover,the histogram presented above presents the same distribution of data.
The descriptive statistics reported in Table1 illustrate that the HRMD strategies used in the CBEschools are not according to the strategies applied in the other the educational institutes as
described by literature. A possible reason for this result is that HRMD is a newer field ofexperience for the educational leaders of the CBE schools. A second possible reason is thatteaching the unit through a mixed mode approach did not give a sufficient and holistic
understanding of the application of the strategies, hence the educational leaders are notsufficiently aware of the effective use of the strategies. Furthermore, the results of the descriptive
statistics shows that as the practicing and potential leaders are currently in the state of gaining
professional qualifications, important aspects of increasing and improving teachers’ efficiency
within their schools are not skillfully utilized. The results also show the trend that current
practices HRM by the educational leaders at CBE schools are not effective to an extent where it
improves teachers’ efficiency. The human resource management and development strategies were
not effectively utilized by the educational leaders due to loosing leaders, within-system sorting,lack of finances for professional development and unqualified leadership (CBE Rule Book, 2006,

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Volume 2 - Issue 1 - Winter	  p.26). The value of the standard deviation is high which shows that the dispersion of the datafrom the midpoint and the critical value are at almost half of the mean for most of the variables.
Regression Analysis
The following section presents the result of the regression analysis undertaken using the above
mentioned equation.
Table 3
Model

UnstandardizedStandardized

Coefficients

Coefficients

B

Std. Error

1(Constant)

41.2797.591

Knowledge

-.168

4.125

2(Constant)

36.862

8.834

Knowledge

-.611

4.152

Professional development 1.182

1.208

3(Constant)

50.46510.873Knowledge-1.813

4.049

Professional development .912
Values and Skills

t

Sig.

5.438

.000

-.041

.968

4.173

.000

-.023

-.147

.884

.152

.979

.333

4.641

.000

-.068

-.448

.657

1.173

.117

.778

.441

-4.065

2.018

-.306

-2.015.051

4(Constant)

52.677

11.448

4.601

.000

Knowledge

-.892

4.309

-.033

-.207

.837

Professional development .546

1.304

.070

.418

.678

Values and Skills-3.637

2.133

-.274

-1.705.096

Collaboration-1.102

1.664

-.118

-.662

.512

a. Dependent Variable: Teachers’ Efficiency

Regression Findings

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Beta

-.006

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  In order to see the effect of HRMD adopted by the EDLE 679 unit participants from NDIE toenhance their teachers’ efficiency within schools, a linear regression analysis was done. The
estimated growth equation displayed that in the regression model run with four independent
variables, the model with collaboration showed a strong negative correlation. The rest of thevariables, such as knowledge of the staff, their professional development and inculcation ofvalues and skills had no effect on teachers’ efficiency in their respective CBE schools.
The β value of the dependent variable (HRM strategies) shows that there exists a negative sign inthe relationship. This accounts for multiple interpretations and inferences. Although theeducational leaders were professionally qualified having degrees of Bachelors in Education (BEd)and Masters in Education (Med), still there is question on the quality of the implementation of thelearnt skills in the professional education programmes. In the Med programme, althoughleadership and HRM are taught, its practical implication is not according to what is expected by
the educational leaders. Secondly, it has been interpreted that as leadership education andparticularly HRMD is a newer field in the education system in Pakistan, the educational leaders
were not aware of the effective application of a HRMD system and hence did not apply it
effectively. Another possibility could be the fact as HRMD is considered more of a concern ofthe corporate sectors therefore its effective utilization and implication in the education sector
particularly in the schools system is rarely to be seen. This study was conducted amongst
participants who had recently completed the unit EDLE 679 and perhaps the study had notallowed sufficient time for the participants to introduce and implement HRMD strategies into
their local schools. Such changes do take time if they are to be effectively implemented. If thisstudy is conducted again after 3 years, then there is a probability that the results would be
different and more in line with what other researchers have documented.

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Volume 2 - Issue 1 - Winter	  As the regression result indicated a high degree of negative correlation between the two variables,
it made little sense for the researcher to focus on the underlying possible internal and external
factors which might have created an imbalance in the relationship between the two.

The

regression results have opened many avenues for improvement amongst the educational leadersof the CBE schools in particular. It is assumed that if educational leaders clearly define the job
descriptions of their teachers and provide room for professional development, it is likely todevelop a positive relationship between the selected variables of teachers’ efficiency anddeterminants of the human resource management and development strategies. It is also
recommended that if teachers are encouraged to contribute in quality enhancement of the
managerial and academic processes at school, they would feel more empowered and thelikelihood of a positive correlation will also occur. If a properly developed and managed staff
performance management system is in place, it is expected that its measures will assist inenhancing teachers’ efficiency within schools in the expected areas of concern. If teachers areprovided performance based feedback and counseling, they will develop faith in the transparencyof the performance appraisal system which in turn will enhance their efficiency at school. It isalso expected that if teachers in the school are allowed to make decisions related to budget,functions and events, it will enhance their efficiency as well. Professional development
programmes if conducted at intervals throughout the year for human resource personnel in eachjob specification, it will assist in enhancing teachers’ efficiency. Through formal induction,orientation and training programmes new inductees will learn the required skills to perform theirjobs in schools more efficiently. It is also expected that if teachers are provided opportunity tosuggest improvements in the way things are done in the school, new knowledge and skills will be
periodically imparted to the teachers which will help in enhancing their efficiency.
The findings of this study differ from the insights contained in the literature reviewed to support
the study. The reviewed literature showed a positive relationships described by Akbar 2009;
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  Guttel 2010; Bibi, Lanrong & Haseeb 2012; Wisdom & Ebimobowei 2013 whereas in this study
the Durban-Watson test showed a negative correlation. Therefore, the research hypothesis isrejected as the research found a negative correlation between HRM strategies and teachers’
efficiency in the selected CBE schools of Pakistan.
Direction for Future Research
Overall the regression model is significant. However, the adjusted R2 value and Durbin-Watson
value do not show the complete causal-effect relationship between the effect of HRMD strategies
and teachers efficiency in the CBE schools of Pakistan. Therefore, further in-depth analysis isrequired in order to bring more authentic results.
Conclusions and Implications
In this paper the effect of HRMD strategies on teachers’ efficiency within selected CBE schools
was studied. A simple theoretical framework was built where the effects of HRMD strategies
were contrasted with teachers’ efficiency. Leadership and HRMD theories were taken into
account and a theoretical framework was constructed. Moreover to further support the theoreticalframework, a conceptual framework of the selected dependent and independent variables was
also constructed to comprehend the research study. The result of the correlation test showed anegative correlation between the variables. The general lesson that emerges from this study is thatthe practical implication of the learnt theories is important in the current leadership scenario.
Although CBE schools have shown their commitment, contribution, service and dedication in the
improvement of the education sector, they now need to shift their attention towards teachers’
growth and development by focusing more on the application of HRMD strategies. If CBE’s
HRMD department takes an account of the effectiveness of the strategies in the registered schools,
the desired outcomes can possibly be achieved.
References
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Volume 2 - Issue 1 - Winter	
  Achua, F. C., & Lussier, R. N. (2007), Leadership: Theory, application and skill development,
3rd edition, Cengage Learning, Canada.
Afza, T., & Nazir, M. S. (2007), Economic Competitiveness And Human Resource Development :An FDI Perspective, Pakistan Economic and Social Review, 45(2), 167-180.
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