HUMAN RESOURCE DEVELOPMENT PRACTICES AND SECONDARY SCHOOL TEACHER PERFORMANCE IN DISTRICT JHAL MAGSI, BALOCHISTAN: A SURVEY OF TEACHERS’ PERCEPTIONS

Abstract

Human resource development (HRD) is widely promoted as a route to better teaching, yet evidence from remote districts of Balochistan is scarce. This study examined how secondary school teachers in District Jhal Magsi perceive HRD practices (in-service training, coaching, mentoring, and performance appraisal) and how these perceptions relate to self-reported performance. A cross-sectional survey was conducted as a census of all 176 teachers in 63 government secondary schools, using a 25-item, five-point Likert questionnaire reviewed by five experts and piloted with 20 teachers (pilot Cronbach’s α = .78–.85). Descriptive statistics, multiple regression controlling for gender, age, experience, and school type, and one-way ANOVA were computed in SPSS. Between 68.8% and 77.3% of teachers agreed with each HRD perception item, and agreement was lower for technology integration items (43.2–59.1%) than for lesson planning (57.4–71.6%) and classroom management (61.9–73.3%) items. The HRD composite was positively associated with overall job performance (β = .52), classroom management (β = .50), lesson planning and delivery (β = .47), and, more weakly, technology integration (β = .25); all p ≤ .002, and none of the demographic controls was significant. Perceived implementation challenges were rated below the scale midpoint (M = 2.54), with 26.1–34.7% agreeing with individual challenge items, most often limited administrative support and lack of follow-up. HRD perceptions differed by teaching experience, F(4, 171) = 4.23, p = .003, but not by gender or school type. Because the design is cross-sectional and self-reported, the associations are not causal; sustained, practice-linked programmes with follow-up support are recommended.