STRATEGIC HUMAN CAPITAL MANAGEMENT PRACTICES ON TEACHER SHORTAGES IN PUBLIC SECONDARY SCHOOLS IN MBALE DISTRICT, UGANDA

The study sought to investigate how strategic human capital management practices influence teacher shortages in public secondary schools in Mbale district, Uganda. The study was based on the resource-based view and stakeholder theory. The study used a correlational study design and followed a quantitative research approach. Descriptive analysis was employed to analysis was employed to analyze the data. Pearson’s Product Moment Correlation Coefficient (R) was used to determine reliability, with Pearson correlation coefficients of 0.709 and 0.757 for the principal questionnaire, 0.803 for the BOG questionnaire, and 0.706 for the teacher questionnaire. Content validity was ensured through expert review by specialists from the Department of Educational Management and Foundations. Data from questionnaires were coded and analyzed using SPSS. Descriptive statistics were used to summarize findings, while inferential analysis through linear regression was used to test hypotheses. Findings revealed that revealed that Strategic human capital management practices had a significant positive influence on academic outcomes, indicating their role in addressing teacher shortages (R = .621, R² = .386, p < .001). The study findings provide empirical evidence on the participatory strategic planning on students’ academic performance, guiding school administrators and education stakeholders in adopting inclusive planning practices that enhance ownership, accountability, and academic outcomes. It may also inform policymakers and education planners on the effectiveness of strategic resource allocation in reducing rural–urban performance disparities, thereby supporting equitable distribution of educational resources and improved UCE pass rates.