Human resource management practices and staff work performance the case of Sagnarigu Municipality in the Northern Region, Ghana

Abstract

This study delves into HRM practices and staff work performance in Sagnarigu Municipality's public sector education in the Northern Region of Ghana. Employing a qualitative case study design with a purposive sampling technique, seven participants, including HR professionals, head teachers, and teachers, were interviewed using semi-structured interview guides for data collection. Thematic analysis of data revealed the significance of structured HRM practices in contributing to an effective organizational structure. Recruitment responsibilities were centralized for consistency, and WhatsApp emerged as a key modern communication tool. Challenges in information delivery and training execution raised concerns about potential information overload due to WhatsApp dominance. In the realm of information delivery and in-service training, a dynamic shift from traditional to modern methods was observed. WhatsApp played a crucial role in effective communication, with positive feedback mechanisms influencing teacher behaviour and adaptability to potential communication shifts. In-service training was found to positively impact teachers' work performance, emphasizing the need for ongoing support, leadership training, and resource provision. Conclusions underscored the comprehensive nature of HR practices fostering effective structures. Persistent challenges in information delivery and training suggested the necessity for strategic interventions. Recommendations included continuous training for HR managers, collaborative recruitment processes, and exploration of additional communication tools. Addressing challenges in information flow, balancing WhatsApp usage, and enhancing training delivery were also highlighted. The study advocated for embracing modern information delivery, strengthening in-service training, implementing feedback mechanisms, and promoting a balanced approach to teaching effectiveness and adaptability in education.