THE COMBINED MEDIATING EFFECTS OF DECISION-MAKING PARTICIPATION AND TEACHER EMPOWERMENT ON THE RELATIONSHIP BETWEEN STRATEGIC HUMAN RESOURCE MANAGEMENT (HRM) PRACTICES AND ACHIEVEMENT MOTIVATION
DOI:
https://doi.org/10.46827/ejes.v13i3.6553Keywords:
strategic HRM practices, achievement motivation, decision-making participation, teacher empowerment, mediating effect, PhilippinesAbstract
This study determined the combined mediating effects of decision-making participation and teacher empowerment on the relationship between strategic HRM practices and achievement motivation among public elementary school teachers in Region XI, Philippines. A descriptive-correlational quantitative research design was employed using path analysis. Data were collected using an adapted survey questionnaire from 400 teachers selected through stratified random sampling. The statistical tools used for data analysis included the mean, Pearson’s product-moment correlation, and linear regression. The results revealed very high levels of strategic HRM practices, achievement motivation, decision-making participation, and teacher empowerment. Further, significant relationships were observed between strategic HRM practices and achievement motivation; strategic HRM practices and decision-making participation; strategic HRM practices and teacher empowerment; decision-making participation and achievement motivation; and teacher empowerment and achievement motivation. Additionally, participation in decision-making and teacher empowerment partially mediated the relationship between strategic HRM practices and achievement motivation. The findings highlighted the pivotal role of strategic HRM practices. Hence, school leaders may implement strategic HRM practices that actively involve teachers in decision-making processes and empower them in their roles, thereby enhancing teachers' achievement motivation and leading to improved educational outcomes.
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