Strategic Human Resource Practices and Teachers’ Performance: A Case of Rosslyn Academy, Nairobi.
| dc.contributor.author | Eddah Wairimu Nyanjau | |
| dc.date.accessioned | 2024-08-14T12:52:25Z | |
| dc.date.available | 2024-08-14T12:52:25Z | |
| dc.date.issued | 2024-08-14 | |
| dc.description.abstract | Rosslyn Academy has over the years focused on improving teachers’ performance using various strategies such as technological training, performance development, transitioning to formative assessments from summative assessments. Although these practices had influenced the performance of teachers to some extent, the researcher felt the need to explore the effectiveness of other strategies. This study aimed at determining the influence of strategic human resource practices on teachers ‘performance, a case of Rosslyn Academy, Nairobi. The specific objectives were to examine the influence of coaching on performance of teachers in Rosslyn Academy, determine the effect of training on the performance of teachers, establish the influence of mentoring on the performance of teachers and to identify the combined influence of mentoring, coaching and training on teachers’ performance at Rosslyn Academy. The study adopted positivism philosophy. The constructivist theory, human capital theory and social cognitive theory were applied. The research design adopted was a phenomenological research design. The target population were all teachers of Rosslyn Academy and human resource officers. The total sample population was sixty-two employees of Rosslyn Academy. The sampling method adopted was purposive sampling method. The data was collected using questionnaires. The analysis of the data comprised of descriptive and inferential statistics. The findings, revealed that coaching had a standardized beta coefficient of -0.027 and a corresponding p-value of 0.850 hence insignificant in predicting teachers’ performance. Training had a standardized beta coefficient of 0.570 with a t-statistic of 4.478 and 0.000 p-value hence meaningful predictor of Teachers’ Performance. Mentoring had a standardized beta coefficient of 0.390, t-statistic of 5.891 and p-value of 0.000 hence significant predictor of Teachers Performance. The study findings are significant in giving insights to the Rosslyn Academy management team on more effective ways of carrying out these strategic human resource practices. It further emphasizes the need to allocate resources for mentoring, coaching and training. Stakeholders in the education sector, policy makers and researchers will understand the impact of embracing mentoring, coaching and training on the performance of teachers and adopt the same for enhanced performance in their spheres of influence. | |
| dc.identifier.uri | https://repo.pacuniversity.ac.ke/handle/123456789/4480 | |
| dc.language.iso | en | |
| dc.publisher | PAC University | |
| dc.title | Strategic Human Resource Practices and Teachers’ Performance: A Case of Rosslyn Academy, Nairobi. | |
| dc.type | Thesis |