Impact of Human Resource Management Practices on Teachers’ Job Satisfaction in Aurora National High School

Abstract

This study examined the impact of Human Resource Management (HRM) practices on teachers' job satisfaction in Aurora National High School. Specifically, it determined the level of implementation of HRM practices in terms of recruitment and selection, training and development, performance appraisal, compensation and benefits, recognition, and employee engagement, as well as the level of teachers' job satisfaction measured through motivation and morale, work engagement, retention and commitment, and overall job fulfillment. A quantitative non-experimental, predictive-correlational research design was employed, utilizing descriptive statistics and multiple linear regression analysis. Using a total population sampling, data were gathered from a sample size of n = 100 secondary school teachers. Results revealed that HRM practices were implemented at a very high level across all dimensions. Teachers likewise demonstrated very high levels of job satisfaction. Regression analysis indicated a moderately strong relationship between HRM practices and teachers' job satisfaction (R = 0.647), explaining 41.9% of the variance. The regression model was statistically significant (F = 11.18, p < .001). Among the predictors, recruitment and selection, performance appraisal significantly impact teachers' job satisfaction, emphasizing the importance of equitable hiring and proper job placement. The study concludes that effective HRM implementation contributes substantially to teacher fulfillment and institutional effectiveness. These findings advance educational administration theory by mapping empirical predictors of public school workplace satisfaction, while offering school administrators actionable insight to design strategic policy frameworks that improve organizational sustainability and workplace morale.