Personnel Management Practices in Relation to Teachers’ Teaching and School Performance
Authors: Llemit Rudy Baguhin 
Published: April 2024

The purpose of this study was to determine the personnel management practices and its relation to teachers’ teaching and school performance of the public elementary and secondary school teachers in Garcia-Hernandez district. School administrator’s personnel management practices affects teachers’ performance and school performance. The study was conducted in Garcia-Hernandez district, particularly to the two hundred fifty (250) respondents who were the school heads/principals, teaching, and non-teaching personnel for 2022-2023 academic year. This study utilized the descriptive-survey design employing the total population sampling technique with the use of a modified standard research tool from the IEA Teaching and Learning International Survey (TALIS) (2001) for the Personnel Management Practices, Teacher’s Self-Assessment Rubrics (TSAR)” by Hrushikesh Senapaty (2019) for the Teachers’ Teaching Performance, and Achievement Integration Program-School Staff Survey Questionnaire by the Minnesota Department of Education (2009) for the School Performance. The results showed that personnel management practices of the school administrators in Garcia-Hernandez district were very satisfactory. Teachers’ level of performance in terms of designing learning experiences, knowledge and understanding of the subject matter, strategies for facilitating learning, interpersonal relationship, professional and school development were very satisfactory. Likewise, the respondents’ perception on school performance in terms of climate and environment, leadership and government, professional learning, data-based decision-making, improvement initiatives, family and community partnership were also very satisfactory. There is a significant relationship between personnel management practices to teachers’ level of performance and school performance. This study concludes that effective personnel management practices positively influence the performance of both teachers and schools. The study showed that when school leaders engage in discussions with teachers to establish educational goals, provide opportunities for professional development, and encourage participation in school decision-making processes, it results in better teacher performance and contributes to a more positive school environment. Furthermore, it indicated that when teachers design learning experiences that incorporate the knowledge and experiences of their students, foster interpersonal relationships, and engage in ongoing professional development, these lead to better student outcomes and contribute to school improvement. It was recommended that school heads/principals may assign available teaching staff ahead of time in the absence of the regular teacher. The available teacher shall provide modules for the student’s activity in order for them to learn, and to make sure that teaching-learning process continues. Teachers are highly encouraged to pursue graduate and post-graduate studies. Further, schools should have quarterly monitoring and evaluation on their programs, activities and projects for school development.