Perceived Human Resource Management Practices and Job Satisfaction of Teachers in Government-Aided Secondary Schools in Mbarara City, Uganda

Elizabeth Mirembe & Alice Mwesigwa
Mbarara University of Science and Technology, Uganda
Email: elizabethmirembemugisha@gmail.com

Abstract: The study evaluated teachers’ perceptions of Human Resource Management procedures and their level of job satisfaction in Mbarara City’s government-aided secondary schools. Government policies formed the basis of Human Resource Management Practices in government-aided schools, which varied primarily depending on whether the Human Resource Management Practice was run by the Board of Governors of the school or the Ministry of Education and Sports. There are several similarities and divergences in the way various human resource management approaches are implemented. Pay policies differed according to the school’s revenue level, the subjects taught, and the additional duties that instructors had. There was some similarity in the institutions’ recruitment and performance appraisal structures. It has been discovered that age and years of service are two demographic factors that affect job satisfaction. The results of mean comparison tests indicated that teachers who had been in the classroom for a longer period were less happy with their professions. Nonetheless, the level of job satisfaction among educators remained constant despite variations in workload, gender, and administrative duties. Although the strength of the relationship differs throughout practices, there are notable benefits of human resource management practices on job satisfaction. The two most important factors that predicted teachers’ job satisfaction were pay and training. According to the study, Headteachers and other school administrators should think about reviewing teacher pay and training; policymakers, like the Ugandan Parliament, should examine the best human resource practice packages that secondary school administrators can use to improve teacher job satisfaction; and policy implementers, like the MoES and school management, should put in place policies that improve teachers job satisfaction.