Human Resource Management Skills and Staff Performance at Basic Education Inspectorates in Mezam Division, North West Cameroon

Aim: This study aims to examine the influence of administrators’ conflict management and communication skills on staff performance in Basic Education inspectorates in Mezam Division. Methods: A mixed-methods sequential explanatory research design was adopted, utilizing structured questionnaires and interviews to collect data from 100 Basic Education staff members and all 7 Inspectors within the Division. The total population sampling technique was used. Descriptive statistics, including frequency counts, means, and standard deviations, as well as inferential statistics, such as regression analysis, were employed to answer research questions and test hypotheses in quantitative data analysis. Qualitatively, the analytical technique of pattern coding associated with thematic, narrative, and direct quotes was used to interpret the interviews. Results: Regression analysis indicated that administrators’ conflict management skills had a statistically significant positive effect on staff performance (F = 20.860, p < .001; B = .476). Similarly, communication skills also had a significant impact (F = 12.841, p = .001; B = .377). These findings reject the null hypothesis and confirm a positive relationship. Conclusion: The general implication of the two HRM skills examined is that HRM skills significantly affect staff performance at the Basic Education Inspectorates in Mezam Division. Recommendation: It is recommended that regular professional development workshops be implemented to enhance administrators’ conflict resolution and communication skills, which are vital for improved staff performance in educational settings.