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Impact of Human Resource Management Practices on Teachers' Performance: A

Mediating Role of Monitoring Practices

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Journal of Education and Social Sciences
Vol. 1(2): 31-55, 2013

Impact of Human Resource Management Practices on

Teachers’ Performance: A Mediating Role of Monitoring
Practices

S. Nazneen Waseem ∗
Reema Farooghi† Sahar Afshan ‡

Abstract: The purpose of this paper is to measure the impact of HRM on teachers’
performance in the context of Pakistan. Impact of HRM practices on teachers’ perfor-
mance has been an under-researched area in Pakistan. For the human development of
any society the major share of responsibility lies with the teachers of that society, so
in this study, we have investigated how HR practices affect the teachers’ performance.
We proposed a mediation model in which monitoring acts as a mediating mechanism
to transmit the positive effects of HR practices on teachers’ performance. Therefore
teachers’ performance is an issue that if addressed adequately, can speed up the pro-
cess of eliminating illiteracy from the country. This study examines the impact of HR
practices i.e. training & development and performance management on performance
of teachers of private schools, Karachi. Cross sectional data was collected from 135
private schools teachers of Karachi through structured questionnaires containing a five
point Likert scale. Exploratory and confirmatory factor Analysis was performed to ver-
ify the reliability and validity of the measurement model. The findings of the research
confirm that all HR practices included in the model except the evaluation in our study
which is a significant predictor of teachers’ performance. Thus, the contribution of
this study for academics and practitioners is that HRM practices in educational sector
will affect teachers’ performance through HRM outcomes to increase the excellence of
teachers as well as the overall quality of education.
Keywords: Human Resource practices, Teachers Performance, Mediation, Moni-
toring, Private Schools, Karachi

1 Introduction
Education plays a vital role in building ones’ character. It is considered as
the most influential instrument to make people responsible citizens to eliminate
poverty and also to progress social and economic growth of the society. For
socio-economic development of a country education is a vital investment. Pak-
istan is the sixth most heavily populated country in the world but unluckily
more than half of its adult population is illiterate. These people do not even
∗ Assistant Professor, IQRA University, Karachi 74600, Pakistan. E-mail:
nazneen [email protected]
† Assistant Professor, KASBIT, E-mail: [email protected]
‡ Lecturer, Management Sciences, E-mail: sahar [email protected]

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 Journal of Education and Social Sciences

know how to read and write. Many schools are open in almost every corner of
the roads and they do not maintain the quality of education. That’s why the
education standard is very low in Pakistan. There are other reasons too for the
low education standard in Pakistan. Almost all areas of the education sector
require improvement through training and development of teachers; professional
development of teachers; teacher compensation system, career development; and
performance management of the teaching workforce. This has sector always re-
mained neglected by our Government, as a very minimal percent of the total
budget is allocated for the education sector.
The quality of teaching workforce needs to be improved in order to enhance
the education standard of Pakistan. For the achievement of higher teaching stan-
dard, it is essential to determine the factors enhancing teachers’ performance.
To effectively achieve the goals and objectives of higher quality educational
standards, teacher performance management plays a vital role as it is a contin-
uous process for identifying, evaluating and developing the work performance
of teachers.
It is also well recognized that Human resources play a vital role in achieving
the performance of organizations. Although there is an abundant literature that
has investigated the relationship between HRM and organizational performance
(Bibi, Lanrong, Haseeb, & Ahmad, 2012; Khera, 2010; Mondy, 2010; Shahzad,
Bashir, & Ramay, 2008; Gerhart et al., 2007; Wright, Gardner, & Moynihan,
2003; Delaney & Huselid, 1996), there is a shortage of literature on the strength
of the relationship between HRM practices and teachers performance specifically
in Pakistan. Unfortunately only a few researches have been conducted on issues
such as impact of HR practices (Bibi et al., 2012; Shaheen, Sajid, & Batool,
2013) such as training & development (Shahzad et al., 2008) or Impact Analysis
of HEC- Based training programs on the performance of the university teachers
(Khan, Khan, & Khan, 2011).
To enhance the teachers’ quality, a good performance management system
i.e. planning, monitoring, and supervision of teachers and teachers’ training
needs to be provided in the schools. In our study, we will also test the ef-
fect of monitoring mechanism as a mediator between the training practices and
its effectiveness on teachers’ performance. As we are specific to performance
monitoring we realized during the survey that some of the school teachers re-
sponded to monitoring mechanism as a threat or just a psychological pressure
if conducted in their class rooms. So, our study will also test its Mediation
effect if it either improves or the quality decreases the teachers’ performance
within the Pakistani context. Thus, teachers’ performance is an issue that if
addressed adequately, can speed up the process of development of our society
and our teachers can really act as change agents. This research is beneficial for
the policy makers to follow HR practices in educational institutions for the en-
hancement of the teacher’s performance and to improve the current educational
situation by implementing better policies regarding training & development and
performance management.

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 Journal of Education and Social Sciences

Research Questions:
Therefore, the present study aims to answer the following two research questions
in order to investigate this in the context of Private school teachers of Karachi,
Pakistan:

• How well can we predict teachers’ performance using a combination of

evaluation, on-the-job training, planning and training & development?
• Do ‘Monitoring Mechanisms’ mediate the positive relationship between
‘training and development’ and ‘teachers’ performance’ ? Using age, edu-
cation and experience as control variables

2 Theoretical Background and Hypotheses

2.1 Review of Related Literature
The resource-based view of the firm (RBV) indicates that HRM can generate
sustainable competitive advantage through recruiting, developing and retain-
ing exceptional human talent (Steinkellner, Czerny, & Lueger, 2010). Human
resource management (HRM) practices have been widely researched and ac-
cepted as playing an instrumental role in creating and sustaining organizational
performance (Becker & Gerhart, 1996). Performance is a process used by orga-
nizations to make certain that their workforce is capable of producing quality
goods or delivering quality services as per the requirement of an organization.
For instance, training and development is one of the most effective Human re-
source development practices which includes, on-the-job training, job rotation,
mentoring, professional development programs, capacity building for teachers,
case study etc. These can help to improve the knowledge, skills, experience,
expertise, performance and motivation of all employees. Good Human resource
practices lead to good functioning of internal organization which eventually
become the source of creativity, innovation and succeeded performance of orga-
nization as per Ahteela, Blomqvist, Puumalainen, and Jantunen (2010). Thus
HRM should be considered as a strategic issue. The policies, systems and prac-
tices influencing attitude, behavior and performance of employees compose the
HRM (Noe, Hollenbeck, Gerhart, & Wright, 2007). HR practices and its im-
pact on employees’ performance is the center of attention by researchers and its
stated that the success of any organization greatly depends on the performance
of its employees. Hence, numerous researchers have tried to give due coverage
to this particular topic in their research studies.

Hypothesis 1a: Overall model is significant

Performance management process is a HR process increasingly popular since
1980s basically concerned with getting the most out of individuals and teams
in the organizations which ultimately increases the overall organizations’ per-
formance (Amerstrong & Baron, 1998; Armstrong & Baron, 2000). It has been

33
 Journal of Education and Social Sciences

seen particularly in Pakistan that there are very few educational institutions
in which there is proper HR department. Particularly when talking about per-
formance management, if it would be implemented in schools, it would be very
helpful for enhancing the teachers’ quality and education standard especially
nowadays since 2002-03 because Pakistan’s have realized greater awareness of
QA and the autonomous bodies are talking about quality assurance practices in
focus. Performance appraisal is the ongoing process of evaluating and managing
both behavior and outcome in the work place (Carrel, Elbert, & Hatfield, 1995).
If the goal is to achieve quality education and reforming the education sector,
it is essential for educational institutions to implement the proper performance
management system in their organizations for achieving such results (Buchner,
2007; Rhodes & Beneicke, 2002; Down, Chadbourne, & Hogan, 2000).
Education is a never ending process. In order to enhance the quality the of
education sector it is very essential to practice or consider the performance man-
agement in schools so that achievements can be managed and help sustaining
that enhanced quality could be provided (Fitzgerald, 2000). For the consis-
tent results and activities of schools, performance management plays a very
important role. (Silcock, 2002) Performance management helps improving the
competency of the teams and individuals and provides continuous achievement
to the organizations (de Waal, Hafizi, Rahbar, & Rowshan, 2010; Amerstrong
& Baron, 1998). Using the below model we have used the Processes of Plan-
ning, Monitoring and evaluations as independent variables to judge Performance
Management process at schools.

Figure 1: The Performance Management Cycle

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 Journal of Education and Social Sciences

Performance management is a systematic process for creating a common un-

derstanding which involves the required goal of the organization i.e. what they
want to achieve and the action plan for achieving it. Action plan involves the
courses of actions, guidelines and a strategy to formulate them. It helps moti-
vating people of their organization because their contributions are monitored,
evaluated, eventually provide benefit to them. Moreover; planning of programs
manages people by giving supervision and feedback. (Kagioglou, Cooper, &
Aouad, 2001; Storey, 2002; Pretorius & Ngwenya, 2008). Van Adelsberg (1999)
advice that Human resource practitioners should play their part at the ini-
tial stage of planning training programs to avoid unneeded items or modules.
Erawan (2011) investigated a path analysis and found that program planning
was the strongest predictor of teaching efficacy. The authors in their study are
interested in planning with respect to Training and development. Hence the
hypothesis postulated is:

Hypothesis 1b: There is significant impact of Planning in

improving the Teachers performance
Shahzad et al. (2008) examined the effect of implementing HR Practices on
the University Teachers in Pakistan. Independent variables for this study are
compensation, promotion, and performance evaluation practices, whereas the
dependent variable is perceived employee performance. The results concluded
that for enhancing teachers’ performance, compensation and promotion prac-
tices should be strong enough because the results show a strong positive cor-
relation whereas, there is a negative relation between performance evaluation
practices and the teachers’ performance. Performance evaluation or appraisal
is a structured and formal interaction between a subordinate and supervisor,
in which the work performance of the subordinate is examined and discussed,
in order to identify the weaknesses and strengths as well as the opportunities
for improvement. There is a frequent agreement that the purpose of faculty
evaluation is to help teachers improve their performance but the primary fo-
cus remains on making personal decisions, concluded by (Emery, Kramer, &
Tian, 2003). Wati (2011) examined the productivity level of Indonesian English
teachers which was improved by proper HR practices procedural implementa-
tion. The performance appraisal and feedback of evaluation can play a valuable
role in enhancing the employees’ job satisfaction (Odunlami, 2014) Hence, the
following hypothesis is posited:

Hypothesis 1c: There is significant impact of Evaluation

in improving the Teachers performance.
Training facilitates both, the development of individual, as well as the produc-
tivity of organization, to improve the performance (Hong, Hao, Kumar, Ra-
mendran, & Kadiresan, 2012) Training can be physically, socially, intellectually
and mentally all are very essential for the growth. Training and development
practices are very important, as every individual requires training in order to

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 Journal of Education and Social Sciences

function effectively and efficiently in the organization, as well as for achieving

the proficiency and the competency that are related to the job (Olaniyan &
Ojo, 2008). Achievement of goals require effective training program. It helps
organizations in sustaining their growth. Effective training program includes;
adjusting fresh employees to the workplace, providing orientation about the
jobs, motivating them to do their jobs in a productive manner, enhancing their
skills, knowledge and qualify them for the future opportunities and growth.
(Drummond et al., 1990) one of the dimension of HRM, employees should re-
ceive high level quality trainings in order to perform their roles better (Bibi
et al., 2012). Huczynski (1983) argued that if trainers are serious in achieving
the training learning outcomes they should focus more on the training designs,
contents of training programs and adjust changes as per the requirements of
trainees. Hence, based on the related literature, the following hypothesis is
suggested:

Hypothesis 1d: There is significant impact of Training

Design in improving the Teachers performance.
Malik and Khan (2006) investigated the benefits by providing teachers’ training
program at the higher education level and concluded such programs of short
term training are found to be extremely constructive and workable. Olaniyan
and Ojo (2008); Kumar, Rose, and D’Silva (2008) investigated that in order
to enhance the teaching and learning of any new technology there is a need
of well-designed and well equipped training workshops as well proper training
manuals. Shaheen et al. (2013) also concluded that college management needs to
offer more training courses for improvement and to get better performance from
their teachers. Analoui (1994) concluded that training plays a central role in
individual success, organizational development and improving the performance
or development at a national level. Abdullah, Saupwa, and Naser (2009) gave
results that indicated the teaching skills, abilities, proficiency, knowledge and job
responsibility are the main factors for the improvement of teachers’ productivity,
whereas productivity can be enhanced through teachers’ training.
(Iqbal, Arif, & Abbas, 2011) examined the result of currently used HRM
practices in public and private universities in Punjab region of Pakistan and
discovered that in public and private universities there was a significant dif-
ference in the practices of Human Resource Management practices. In public
universities training and development of teachers, compensation system, team
work or team orientation, employees’ involvement and participation were better
than private universities. In private universities, performance appraisal method
was found better than in public sector universities. Researcher recommended
that there is a need to improve the HRM practices on both private and pub-
lic universities so that their both employees and organization can get benefit
from it and actually lead to improving the performances. The well planned
and designed training sessions will enable teachers to improve their teaching
competencies and capacity building. Hence, the following hypothesis is posited:

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 Journal of Education and Social Sciences

Hypothesis 1e: There is significant impact of On job train-

ing on improving the Teachers performance
Following is our final Research framework with the below mentioned hypothesis
of our study to be tested:

Figure 2:

2.2 Monitoring as a Mediator:

Performance management and monitoring are mostly argued and researched
with high on agenda with the managers of different industries across the world
(Hudson, Smart, & Bourne, 2001). Monitoring has been classified as a leader
behavior (Fleishman et al., 1992) , this involves a heightened awareness of what
others are doing during task execution. Members in order to monitor effectively
should be better able to understand and be aware of the other members situ-
ation (Bolman, 1980; Salas, Prince, Baker, & Shrestha, 1995), and to analyze
rhythm, timing, and pace of team member activities, which facilitates coordina-
tion (Kozlowski, 1998). We were unable to identify studies in Pakistan, finding
the impact of monitoring as Mediator between the relationship of Human Re-
source Practices and its performance based outcomes. In the present study,
monitoring was chosen as the situational factor as performance monitoring on
the job in various forms of observations at workplace (Lyon, 1994).
This paper is particularly interested in whether ones’ perception of Moni-
toring can mediates the relationship between training and its effectiveness on

37
 Journal of Education and Social Sciences

performances. Khan et al. (2011) identifies the productivity of employee’s per-

formance by providing Training and Development to the employees. In this
study the dependent variable is organizations performance and independent
variable is training & development with Monitoring as a mediating Variable.
Monitoring has positively impacted the performance outcomes or mediation ef-
fects has been reported in various other researches (Lyon, 1994; Dean & Kiu,
2002; Duflo & Hanna, 2005). Another implication of the agency theory is that
it is also required to take greater account of psychological, behavioral and social
factors so that it can be more useful for management practitioners to study
the impact of monitoring (Loughry & Tosi, 2008) on employees’ performances.
For that purpose the following second hypothesis was developed to test the
argument.

Hypothesis 2: Monitoring positively mediates the positive

relationship between training practices and Teachers per-
formance, Using age, education and experience as control
variables

Figure 3:

3 Research Framework
3.1 Sample, Data Collection and screening
A sample of 135 respondents was collected, out of which 125 were used for
further analysis after data screening. Data was collected through Random sam-
pling from teachers of private schools of Karachi, using a structured question-
naire written in English. The Dependent variable was Teachers performance

38
 Journal of Education and Social Sciences

with trying to predict the significant impact of various HR practices; On-the-

job training, training design, planning and evaluation as independent variables.
The data was checked for missing values which were replaced with Series Mean
method as suggested by (Lynch, 2003) by using data from all available valid
observations using the “all-available approach” (Hair, 2010) The Mahalanobis
distance is the distance of a case from the centroid of the rest of the cases,
where the centroid is a point in space determined by the means of all the vari-
ables (Tabachnick & Fidell, 2007). The usual measure of multivariate outliers is
the Mahalanobis distance so using it ten Multivariate sure outliers with Maha-
lanobis distance D2 <0.001 used as the threshold value for designation. (Hair,
Black, Babin, Anderson, & Tatham, 2009; Tabachnick & Fidell, 2007) as an
outlier were identified and were removed from the data set. Thus, after re-
moving 10 outliers a sample size of 125 were usable for further analysis, with
subjects-to-variables ratio greater than 5 supported by (Arrindell & Van der
Ende, 1985; Gorsuch, 1990; Bryant & Yarnold, 1995; MacCallum, Widaman,
Zhang, & Hong, 1999; Garson, 2008), minimum 5 observations per item (Hair
et al., 2009).

3.2 Data Analysis and Results

The type of investigation is Multivariate analysis with minimum researcher in-
terference carried out in Non-Contrived study setting, in order to establish the
relationship between training & development, performance management and
employee performance (Lucy, 1996) Teachers’ performance is the dependent
variable and predicted for On-the-job training , training design variables, plan-
ning and evaluation taken as independent variables. The researchers has used
statistical software SPSS 18.0 and Amos 21 for analysis of this study. This
Study is based on Primary Data and the desired data has been collected from
different private schools of Karachi. In order to analyze data four steps have
been performed:

1. Examine the assumptions of multivariate analysis and to uncover any vi-

olated assumption.
2. Perform an exploratory factor analysis (EFA) with varimax rotation.
3. Perform Regression Analysis.

4. Test the measurement models for each factor by performing confirmatory

factor analysis (CFA), to establish if the extracted elements in step 2
offered a good fit to the data.
5. Test the mediation effect of Monitoring in the model. Table 1 displays the
composition of the data used in this study.

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 Journal of Education and Social Sciences

Table 1: Composition of the data (N=125)

Age
Frequency Percent Valid Percent Cummalative Percent
Valid 20-25 8 6.4 6.4 6.4
26-30 35 28.0 28.0 34.4
31-35 16 12.8 12.8 47.2
36-40 21 16.8 16.8 64.0
41-45 30 24.0 24.0 88.0
46-50 3 2.4 2.4 90.4

Qualification
Frequency Percent Valid Percent Cummalative Percent
Valid B.A/B.Sc/B.Com 28 22.4 22.4 22.4
M.A/M.Sc/M.Com 52 41.6 41.6 64.0
B.Ed 36 28.8 28.8 92.8
M.Ed 5 4.0 4.0 96.8
Others 4 3.2 3.2 100.0
Total 125 100.0 100.0

Experience
Frequency Percent Valid Percent Cummalative Percent
Valid Less than one year 6 4.8 4.8 4.8
1-3 Years 16 12.8 12.8 17.6
4-6 Years 24 19.2 19.2 36.8
7-10 Years 34 27.2 27.2 64.0
Above 10 Years 45 36.0 36.0 100.0
Total 125 100.0 100.0

3.3 Descriptive Statistics

Table 2 shows the means, standard deviations, Pearson correlations and reli-
abilities among the six variables used in this study. As given in the Table 2,
the highest correlation coefficient value between Monitoring and Teachers Per-
formance, is 0.725, which is less than 0.90 which confirms that no serious issue
of multicollinearity problem exist among the constructs in the measurement
model (Hair, 2010; Lin & Lee, 2004). As per the findings it was observed that
all of the data was negatively skewed implying that most of the scores of the
variables tend to accumulate at higher scores of the scale whereas fewer scores
occur toward the lower score of the scale. It was checked before analyzing the
data are the assumptions regarding the sample size, the scale of variables, the
multivariate normal distribution and outliers, as well as multicollinearity (Hair
et al., 2009)

Table 2: Means, Standard Deviations, Pearson Correlations, and Overall Reliability

Statistics
Avg TP Avg OJT Avg TD Avg PL Avg EV Avg MN
N Valid 125 125 125 125 125 125
Missing 0 0 0 0 0 0
Mean 4.013 3.626 3.645 3.622 3.542 3.627
Std. Deviation 0.616 0.766 0.625 0.680 0.683 0.672

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 Journal of Education and Social Sciences

Table 3: Correlations
Avg MN Avg TP Avg OJT Avg TD Avg PL Avg EV
Avg MN Pearson Correlation (0.811)***
Avg TP Pearson Correlation .725** (0.776)***
Avg OJT Pearson Correlation .586 .482** (0.931)***
Avg TD Pearson Correlation .490** .587** .316** (0.806)***
Avg PL Pearson Correlation .449** .475** .393** .394** (0.940)***
Avg EV Pearson Correlation .424** .464** .308** .579** .264** (0.864)***
Overall Cronbach’s Alpha reliability of the measuring scale = 0.704 (25 loaded items)
** Correlation is significant at the 0.01 level (2-tailed)
*** Cronbach Alpha Reliability coefficient
Notes: TP=Teachers Performance; OJT=On the Job Training; TD=Training & de-
velopment; PL=Planning, MN=Monitoring and EV=Evaluation

3.4 Exploratory Factor Analysis, Reliability and Valida-

tion
The study used principal components type of factoring which reduced a total
of 25 questionnaire Likert-based items into the required 6 components based
on the idea that these six components theoretically would estimate the rela-
tionship between HR Practices and employee’s Performances. For extraction of
dimensions of each construct, EFA with Varimax rotation with 5 iterations were
performed. Kaiser-Meyer-Olkin measure of sampling adequacy was 0.717(>0.5),
which depicts that the sample is sufficient for performing factor analysis (Barkus,
Yavorsky, & Foster, 2006; Leech, Barrett, & Morgan, 2005). The Bartlet Test
of Sphericity is also significant p¡0.05 rejecting the null hypothesis thus no Cor-
relation identity matrix exist. The six factors extracted based on Eigen value
greater than 1 explain 73.91% of total variance. All factor loadings are greater
than 0.58 thus assuring convergent validity, also factor loadings in excess of 0.55
are considered good (Hair, 2010; Tabachnick & Fidell, 2007).
Rotated component matrix doesn’t show any cross loading among the vari-
ables used in the study, which firstly helps to indicate that there exists no
discriminant validity (see Table 6)
Cronbachs’ alpha is a test reliability technique that requires only a single
test administration to provide a unique estimate of the reliability for a given
test. Cronbachs’ alpha is the average value of the reliability coefficients one
would obtained for all possible combinations of items when split into two half-
tests. The closer Cronbachs’ alpha coefficient is to 1.0 the greater the internal
consistency of the items in the scale (Hair et al., 2009). After exploratory factor
analysis, the reliability (Cronbach Alpha) of each of the factor was computed
as shown in last column of Table 10. The overall reliability of 25 items loaded
after exploratory factor analysis was 0.704.

3.5 Regression Model

The dataset was checked for normality, outliers as discussed in Section 3.1,
collinearity diagnostics and missing values were checked. On the basis of lit-
erature reviews and the analysis of all variables, a conceptual model has been

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 Journal of Education and Social Sciences

Table 4: Rotated Component Matrix

Compoenet
1 2 3 4 5 6
OJT4 .916
OJT5 .906
OJT2 .901
OJT3 .884
OJT6 .850
OJT1 .810
PL4 .922
PL2 .920
PL3 .918
PL1 .903
TD1 .867
TD3 .857
TD2 .842
TD4 .610
TD5 .586
TP4 .798
TP1 .782
TP2 .769
TP3 .713
EV1 .898
EV2 .895
EV3 .838
MN2 .889
MN1 .873
MN3 .769
OJT PL TD TP EV MN
Eigen Value 4.854 3.77 2.945 2.783 2.238 1.889
Percentage(%) of variance 19.415 15.075 11.781 11.131 8.952 7.555
Cumulative % of variance 19.639 34.495 46.275 57.406 66.358 73.913
Cronbach Alpha α 0.931 0.94 0.806 0.776 0.864 0.811
Extraction Method: Principal Component Analysis.
Rotation Method: Varimax with Kaiser Normalization.
a. Rotation converged in 5 iterations.
b. Notes: TP= Teachers Performance; OJT=On the Job Training TD=Training & development,
PL=Planning, MN=Monitoring and EV=Evaluation

developed for the research and on the basis of that the complete regression
model of the research is as follows:

EP = αo + β1 (OJT ) + β2 (T D) + β3 (P L) + β5 (EV ) +  (1)

Where, EP represents Employee Performance, OJT represents On Job Train-
ing, T D represents Training and Design, P L represents Planning, EV represents
Evaluation and  represents error term.

3.5.1 Regression Analysis & Model Significance

Table 5: Model Summary

Model Change Statistics
R Adjusted R Std. Error of R Square F Sig. F
R Square Square the Estimate Change Change df1 df2 Change
1 .760a .578 .564 .401 .578 41.138 4 120 0.000
a. Predictors: (Constant), Avg EV, Avg PL, Avg OJT, Avg TD

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 Journal of Education and Social Sciences

The regression results using SPSS 18 using the Enter method are given above.
R illustrates Multiple correlation i.e the linear association among variables is
76.0% proves that there is a above moderate correlation between dependent vari-
able(DV), EP(Employee performance) and independent variables(IVs) (Plan-
ning, Evaluation, Training and Development and On job Training). In the
above Model summary Adjusted R square is 0.564 means 56.4% variation in the
DV is explained by the changes in IVs. As per the results of ANOVA test; the
Value of F=41.13(120), p=.000 which implies the overall model is significant
and clearly acceptable.
Hypothesis 1a: Overall model is significant
Thus, Accept H1a: β1 =β2 =β3 =β4 =β5 6=0

3.5.2 Individual Significance Test (t-test)

Table 6: Coef f icientsa

Unstandardized Standardized
Model CollinearityStatistics
Coefficients Coefficients
B Std.Error Beta t-Stats Sig. Tolerance VIF
1 (Constant) .690 .265 2.606 .010
Avg OJT .283 .052 .356 5.414 .000 .812 1.232
Avg TD .363 .068 .375 5.308 .000 .703 1.423
Avg PL .200 .061 .220 3.276 .001 .778 1.286
Avg EV .069 .053 .089 1.308 .193 .759 1.318
a. Dependent Variable: Avg TP

All independent variables including Planning, Training & Development and On

job Training were found to have significant impact on teachers performance
and were considered significant predictors except Evaluation. No issue of mul-
ticollinearity exist all values of VIF are less than 9, tolerance greater than
threshold 0.3 (Hair et al., 2009). The final regression model after excluding
insignificant variable using the stepwise backward method is:

EP = 0.326 + 0.098(OJT ) + 0.215(T D) + 0.130(P L) + .569(M O) + 

“Thus, our Hypothesis 1b, 1d and 1e were accepted while hypothesis 1c was
rejected, as variable ‘Evaluation’ do not have a significant impact on teachers
performance”.

3.6 Confirmatory Factor Analysis

For evaluation of the construct validity, first order Confirmatory Analysis was
carried out using the statistical package AMOS. CFA consisted of 25 items that
were used to measure six latent variables that includes Evaluation, Training and
development, Planning, On Job training, Monitoring and Teachers performance.
In order to run CFA we develop a measurement model CFA=MM projects then
links between the observed and unobserved variables (Byrne, 2013, 1998)

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 Journal of Education and Social Sciences

Table 7: Summary of Confirmatory Factor Analysisa (First order)

Model CMIN/DF χ2 (df) CFI RMSEA NFI SRMR
Null 2.296 996(434) 0.772 0.076 0.66
Single factor b 7.774 2371(275) 0.078 0.239 0.079 0.2494
Two factor c 7.198 1979.3(275) 0.157 0.228 0.147 0.2419
Three factor d 6.50 1806.4(274) 0.242 0.095 0.217 0.2331
Six factor e 1.335(p=0.000) 334(251) 0.959 0.052 0.851 .00699
(hypothesized) TLI(.951)
Final model
extracting 0.858
1.326(p=0.000) 331(250) 0.960 0.051 0.0698
common method TLI(.952)
biases f
Note: N=125
a. Our study Data file, was used for the confirmatory factor analysis.
b. A single factor was composed of a single latent factor of Teachers Performance with 25 indicators.
c. A two-factor model composed of two factors: Factor 1 (composed of 22 items referencing PL,
EV, TD, OJT and TP), Factor 2 (composed of 3 items MN )
d. A three-factor model composed of three factors: Factor 1 (composed of 15 items referencing PL,
TD, OJT and TP), Factor 2 (EV) and Factor 3 (MN) composed of three items each.
e. Six factor Hypothesized Measurement model (CFA=MM)
f. Final Measurement model extracting Common method biasness with Common Method Variance
variable

The Chi-Square value is the traditional measure for evaluating overall model
fit and, ’assesses the magnitude of discrepancy between the sample and fitted
covariances’ matrices’ (Hu & Bentler, 1999). A good model fit would provide an
insignificant result at a 0.05 threshold (McIntosh, 2007), thus the Chi-Square
statistic is often referred to as either a ‘badness of fit’ (Kline & Santor, 1999)
or a ‘lack of fit’ (Mulaik et al., 1989) measure. The chi-square statistic was
significant, indicating a difference between the hypothesized model and actual
structure. However, because structural equation modeling is extremely sensitive
to sample size, in judging goodness of fit, the chi-square statistic should be
divided by the degrees of freedom (referred to as the normed chi-square, (Kline
& Santor, 1999). The result of analysis shows that our Relative chi-square value
is a good fit CM IN/DF (1.326<2), which shows a good fit between the model
and the proposed variables.

Table 8: Hu and Bentlers’ Two-Index Presentation Strategy (1999)

Fit Index Combination Combinational Rules
NNFI (TLI) and SRMR NNFI of 0.96 or higher and an SRMR of .09 or lower
RMSEA and SRMR RMSEA of 0.06 or lower and a SRMR of 0.09 or lower
CFI and SRMR CFI of .95 or higher and a SRMR of 0.09 or lower

As provided in the Table 8, the last two combination rules are met about
the fitness of our measurement model. (Hu & Bentler, 1999). The RMSEA tells
us how well the model, with unknown but optimally chosen parameter esti-
mates would fit the populations’ covariance matrix (Byrne, 2013) Our RMSEA
value for the final model was lower than the recommended value (RMSEA =
0.051).The Comparative Fit Index (Hu & Bentler, 1999) is a revised form of the
NFI which takes into account sample size (Byrne, 1998) that performs well even
when sample size is small (Tabachnick & Fidell, 2007), the CFI value for our
hypothesized model was found as CFI=.960. The combination of these results

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 Journal of Education and Social Sciences

suggests that the CFA=MM (measurement model) appears to show a very good
fit between the observed and unobserved variables (Byrne, 2013).

Although we feel safe to conclude the higher-order model of HR Practices fits

the data reasonably well, previous researchers have suggested good fitting mod-
els can suffer from misspecification, suggesting that alternative models should
be considered when using structural equation modeling (Mulaik et al., 1989).
Thus, we compared our hypothesized model to three competing models. First,
we compared our five-factor model with a null model in which only measured
items are included. The results of this comparison indicate the six-factor model
is superior (see Table 7). Second, we compared our six-factor model with a
single-factor model, in which all 25 items represent a single latent factor that
could be labeled as TP. Thus, in a direct comparison between the higher-order
six-factor model and the lower-order general model, the 4χ2 (df) (331(250)<
2371(275), p =0.000) demonstrated the superiority of the higher-order scale
(see Table 7).

Finally, we compared our six-factor model with a three-factor model. We

decided to test the fit of a three-factor model, the comparison of this three-factor
model with the six-factor final model indicated the final model fit the data bet-
ter, 4χ2 (df)(331(250)< 1806.4(274), p =0.000) See Table 4. After successfully
identifying model fit Average Variance explained (AVE), Max Shared Variance
and Composite reliability was checked. In contrast with Cronbach Alpha, the
composite reliability was measured for the overall reliability of a collection of
heterogeneous but similar items (Molina, Lloréns-Montes, & Ruiz-Moreno, 2007;
Lin & Lee, 2004). Table 9 shows the results of construct and convergent validity
including Cronbach Alpha (after EFA), composite reliability (henceforth, CR)
of scale, and average variance explained (henceforth, AVE) separately for each
of the 6 latent constructs. Overall CR of each variable as shown below reflect a
good measurement model (Molina et al., 2007).

The discriminant validity of the model was checked whether the models’
scales correlate in such a way as to justify their conceptualization as related
through distinct construct. The Average variance extracted values of the con-
structs Evaluation, planning, Monitoring and on the job training are greater
than 0.5, confirming the convergent validity but showing convergent validity
issue in the variables teachers Performance and Monitoring, because the items
might be were ambiguous for the respondents, and CV is based on responses
rather than the items itself (Linn, 1980). The Maximum shared Variance of all
constructs is less than AVE and the square root of AVE of all constructs are
greater than inter-construct correlations, thus assuring no discriminant validity
of all constructs.

45
 Table 9: Construct validity, composite reliability, and total variance explained
Alpha*a
Latent Constructs Indicator on CFA model Standardized loading *a Items in questionnaire CR*b
AVE*c
PL4 0.922 PL1) Each training syllabus is approved by a management committee. 0.94
PL3 0.918 PL2) The Committee performs theperformance appraisal of a teacher. 0.946 b
Planning
PL3) A teacher is encouraged to proposed necessary changes to the
PL2 0.920 .814 c
trainings programs, while planning programs.
PL4) The Committee is authorized to provide and get feedback from
PL1 0.903
the faculty regarding training .
OJT6 0.850 OJT1)Trained teachers help improving the financial position of the school 0.931
OJT5 0.906 OJT2)Trained teachers usually aremore engaged in their responsibilities. 0.918 b
OJT4 0.916 OJT3)Training sessions helpidentifying strengths and weaknesses of teachers. 0.657 c
On Job Training
OJT4)Teachers training program isan effective way of developing
OJT3 0.884
new and required skills among teachers
OJT5)The Principal provides teachers with new knowledge and skills
OJT2 0.901
to enable them working in teams.
OJT1 0.810 OJT6)Teachers perform considerablywell after training programs.
MN1) MN All teachers are aware that
MN3 0.769 0.811
there may be a surprised visit of the committee in any of their classes
Monitoring

46
MN2 0.889 MN2)The Committee makes regularvisits to classes at random basis. .810 b
MN3) A teacher may discuss any class-related issues with any member
MN1 0.873 .590 c
of the Committee.
TP4 0.798 TP1) The teachers teach from the key book only. 0.776
Teachers TP2 0.769 TP2) The teachers are gettingcompetitive salaries/benefits .707 b
Performance TP1 0.782 TP3) Teachers encourage /prefer?home tuition? over classroom tuitions. .384 c
TP3 0.713 TP4) The teachers usuallyunderstand the topics in depth.
TD1) In our schools pilot testing of a training program is done before
TD5 0.586 0.806
conducting any training program to prevent costly mistakes.
Training & TD2) In our school observation,interview and questionnaire techniques
TD4 0.610 .817 b
development are used for determining the specific training needs.
TD3 0.857 TD3)Training programs are conductedby external consultants. .492 c
TD4) Effective Communication Skills is necessary for delivering
TD2 0.842
quality training.
TD5) Interpersonal skills such a sempathy, positive motivation and
TD1 0.867
effective body language are necessary to deliver quality content to trainers.
EV1) We believe that evaluation helps an organization in formulating
EV3 0.838 0.864
goals and strategies for the betterment of the future performances.
Evaluation
EV2) Assessment criteria are properly communicated to all teachers
EV2 0.895 .856 b
well in advance
EV3) In our school near the end of course students are given
EV1 0.898 .666 c
questionnaire and asked to rate their teachers on various grounds
Journal of Education and Social Sciences
 Journal of Education and Social Sciences

Table 10: Reliability and Validity Values

Constructs Composite Avg. Variance Max. Shared Avg. Shared
Reliability Extracted Variance Variance
TP 0.707 0.384 0.103 0.035
OJT 0.918 0.657 0.031 0.008
PL 0.946 0.814 0.006 0.004
TD 0.817 0.492 0.010 0.004
EV 0.856 0.666 0.103 0.023
MN 0.810 0.590 0.061 0.020

3.7 Common Method Biasness (CMV)

The problem of Common Method biases is now addressed by various researchers
and reporting it is becoming a common practice now. Common method bias-
ness is considered one of the main sources of measurement errors in models
(Podsakoff, MacKenzie, Lee, & Podsakoff, 2003). Bagozzi, Yi, and Phillips
(1991) noted that one of the main sources of systematic measurement error
is method variance that may arise from a variety of sources. Podsakoff et al.
(2003) has reported number of sources of method biasness causing variances and
also recommended some statistical techniques to extract the biasness form the
model. In this research paper we have applied two techniques as suggested by
Podsakoff to partial out the effects of Method biasness from the items and con-
structs of our model. In this research paper two methods were used to partial
out the effects of common method biasness in the study.
Harmans’ single-factor test:was used by researchers to address the issue
of common method variance. All variables included in the study were loaded to
exploratory factor analysis (Aulakh & Gencturk, 2000; Andersson & Bateman,
1997) and unrotated factor solution was examined to determine the number of
factors that are necessary to account for the variance in the variables. The
extraction in EFA was fixed to one factor only and it was observed that the
single factor accounted for only 19.41% of the total variance thus one general
factor do not account for the majority of the covariance among the measures.
Assuming no issue of CMV.
Common methods variance factor: As suggested by Podsakoff et al.
(2003) in order to control the effects of an unmeasured latent factor, items
were loaded on their theoretical constructs, as well as on a latent common
methods variance factor, and the significance of the structural parameters is
examined both with and without the latent common methods variance factor
in the model. In this research also, CFA higher order final model was run and
its standardized estimates were compared with CFA model with CMV factor
standardized estimates. The difference of the two estimates were all less than
0.02 thus assuring no serious issue of Common method Biasness. The author
suggested carrying any future further analysis with this final model as its fit
indices also got better than the final six factor CFA model.

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 Journal of Education and Social Sciences

3.8 Hypothesis testing for Mediation through SPSS

Based on the supported literature discussed in section 2.2, Hypothesis 2 for Me-
diation analyses were tested using the bootstrapping method with bias-corrected
confidence estimates (MacKinnon, Lockwood, & Williams, 2004; Preacher &
Hayes, 2004). In the present study, the 95% confidence interval of the indirect
effects was obtained with 5000 bootstrap resamples (Preacher & Hayes, 2004).
Results of the mediation analysis confirmed the mediating role of Monitoring
in the relation between Training & Development and Teachers Performance (CI
=.1428 to .4684). In addition, results indicated that the direct effect of TD
on TP still remain significant (B =0 .2903, t (119) = 5.609, p = .0000) when
controlling for age, education and experience variables, thus suggesting Partial
mediation. Note that the CI is asymmetric, zero does not lie in between lower
and upper boundary. The effect of mediation on the relationship of Training
and Teachers performance is 13.48%. Also values differ to sampling error (Done
using the Hayes & Preacher macro) this confirm that indirect relationship ex-
ists in the model between IV and DV and is significant, thus suggesting Partial
mediation. Thus the second hypothesis was accepted.
Hypothesis 2: Monitoring positively mediates the positive relationship be-
tween training practices and Teachers performance, Using age, education and
experience as control variables Accepted

Figure 4: Effect of Mediation

4 Conclusion and Discussion:

The findings of the research revealed that all HR practices included in the model
i.e Training Design, On Job Training and Performance Management measures
including Planning are significant predictors of teachers’ performance confirming
the previous studies (Shaheen et al., 2013) except evaluation as the teachers
view practice of feedback and evaluation as insignificant and a routine practice.
Shahzad et al. (2008) in their study found evaluation was found to have negative
correlation with the teachers’ performances.
Malik and Khan (2006) studies indicated that on-the-job training encourages
good performance and facilitates the individuals as well and so is the result in

48
 Journal of Education and Social Sciences

our study that shows the positive significant relationship between the On-the-
job Training and teachers’ performance. Positive and significant relationship is
found between the training design and teachers’ performance, Olaniyan and Ojo
(2008) found the non-availability of the well-designed training cannot enhance
the teachers learning, so the importance of the training design cannot be ignored,
rather, a lot more emphasize is required to put on the design as it is showing a
very significant impact on teachers’ performance. Planning and Monitoring are
also found to have the significant impact on Teachers’ Performance.
The result for evaluation has been found to have a positive but an insignifi-
cant impact on Teacher’s Performance, and Shahzad et al. (2008) suggests that
in Pakistan there is no proper system of monitoring and evaluating teachers and
thus it is the reason that employees does not accept the teachers’ performance
evaluation and feedback mechanism in a very positive manner. Results of the
mediation analysis confirmed the mediating role of Monitoring in the relation
between Training & Development and Teachers Performance, thus indirect ef-
fect exists. This significant positive impact of monitoring mediation has worth
considering implications for educationists and policy makers while designing the
monitoring programs or techniques for training programs, in order to be imple-
mented in most effective way to enhance the teachers performance positively.

5 Managerial Implications
Human Resource Management Practices has a very escalating scope in Pakistan
but we are still at the primary stage from the global perspective. In the context
of Pakistan, also very little is known regarding the effects of HR practices on
the school teachers performances therefore, findings from this study would be
beneficial for all academics and educationists who intend to bring innovative
ideas and strategic HR initiatives for high-quality collaborative learning which
will lead towards improving the performance of the teachers. The constructs
planning, evaluation, training practices has helped us in determining the overall
effects of HR Practices on job performance of teachers by accumulating the data
from the teachers of primary schools of Karachi. Moreover, findings proposed
that if HR initiatives are properly planned in schools then performance among
teachers will significantly increases but the variable evaluation of teachers was
not found significant in improving the teachers’ performances. The monitor-
ing mechanism of trainings for teachers also significantly mediate the relation
between training practices and teachers’ performances.

6 Limitations of the study and Future research:

Some limitations of the study should be noted. First, our measures of HR
practices and mediating effects of monitoring should be validated. The second
limitation of the research is that it was cross-sectional and was conducted within
the organization, which limits generalizability and inferences about causality.

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 Journal of Education and Social Sciences

Also, the sample size was not large enough due to limitation of resources and
time constraints. Also, there might be other relevant variables which could not
have been included in the study to be considered in future studies. Thirdly, this
study has tested the hypothesis using teachers’ performances or primary schools.
Future research could replicate the current study in the context of different types
of educational institutions, such as higher educational institutions.

50
 Journal of Education and Social Sciences

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