Human Resource Management Practices and Teachers' Working Conditions in Public Secondary Schools of Tagum City Division

A school is more than a collection of classrooms; it is a complex organization whose heartbeat is its teaching staff. This study investigates the vital systems that support these educators, exploring the profound connection between human resource management (HRM) practices and the working conditions of teachers in public secondary schools within the Tagum City Division. We sought to understand not just if a relationship exists, but how specific, strategic HRM domains—from how teachers are hired and trained to how they are recognized and rewarded—directly shape the daily professional environment. Through a descriptive-correlational survey of 160 public secondary teachers, selected to ensure a representative voice, the data revealed a highly positive landscape. The implementation of HRM practices was rated very high, and correspondingly, teachers reported high levels of positive working conditions. Statistical analysis confirmed a significant positive relationship between these two critical variables. Furthermore, a regression analysis demonstrated that all five domains of HRM practices—recruitment and selection, involvement, performance appraisal, compensation and reward, and training and development—are significant influencers on working conditions. This finding underscores that effective HRM is not a single policy but a holistic, interconnected system. The results lead to a compelling recommendation: for DepEd officials and school administrators to consciously and continuously refine these HRM practices. By investing in these foundational systems, we can deliberately cultivate and sustain the positive working conditions that are essential for attracting, retaining, and empowering high-quality teachers, which is the ultimate driver of student success.