Human Resource Management Practices of Public School Leaders: A Sequential Exploratory Method

Managing human resources in public schools presented numerous challenges that demanded adaptive and strategic leadership at present. This study investigated the human resource management (HRM) practices of public-school leaders in SOCCSKSARGEN, Philippines, using a sequential exploratory mixed-methods research design. The research aimed to explore existing HRM practices, develop a conceptual model based on these practices, and validate a reliable tool for HRM assessment in the educational context. In the qualitative phase, interviews and focus group discussions were conducted with (ten) 10 school leaders selected through purposive sampling. The data highlighted several HRM practices, including change management, conflict resolution, teacher empowerment, ethical leadership, stakeholder engagement, and structured recognition systems. These qualitative insights informed the development of a 70-item survey instrument, which was then administered to 200 randomly selected school leaders during the quantitative phase. Exploratory factor analysis revealed seven core constructs namely Stakeholder Involvement and Decision-Making, Leadership Development and Support, Career Development and Mentorship, Change Management, Recognition and Reward Systems, Empathy and Conflict Resolution, and Ethics and Professional Development. The validated HRM model demonstrated how these constructs interacted to support teacher motivation, professional growth, and school effectiveness. High sampling adequacy and strong factor loadings indicated the strength of the tool. This study contributed a validated HRM framework tailored to the unique needs of public-school leadership. It provided evidence-based insights that may inform educational policy, leadership training, and school management reforms. Finally, the model is hoped to serve as a benchmark for evaluating HRM effectiveness and guiding continuous improvement in public school systems.