Abstract
The study aimed at establishing the influence of human resource practices on quality assurance among secondary school teachers in the central region of Uganda. It was guided by the objective of establishing the relationship between on-job training, off-job training, and promotions on quality assurance among teachers in the central region of Uganda. It was a desktop content review of literature journal articles and research dissertations that was thematically analysed. The findings obtained showed that to a great extent, the provision of on-job training, off-job training and promotions to teachers enhances the quality assurance in secondary schools. Thus, it was concluded that the professional development of teachers is a critical aspect that all administrators should not neglect. Consequently, it was recommended that junior teachers should be assigned to senior teachers who should act as coaches, supervisors and mentors. Also, off-job training policies should be developed to enhance teachers’ teaching skills and once trained; the teachers have to be promoted.
Highlights
Quality teaching by teachers has remained a serious challenge to educational institutions across the world
Sylvester (2015) in a study about human resource development in achieving quality assurance in higher education in Nigeria, revealed that human resource development through continuous off-job training offers job-related skills that enhance the quality of teaching in institutions of higher learning
The findings from the review revealed that off-job training, on-job training and promotions as human resource practices positively influenced the quality teaching processes by the teachers in secondary schools
Summary
Quality teaching by teachers has remained a serious challenge to educational institutions across the world. According to MoES (2017) report, quality assurance in public secondary education is still poor in Uganda, especially in the central region in terms of teachers’ competence, poor assessment methods, inadequate instructional materials and poor learning infrastructures. This would be mitigated when the human resource quality, and examinations assessments, as well as adequate improvement of infrastructures (Rahman et al, 2011). Ayani (2010) identified that the issue of quality assurance in education, noting it had become a matter of concern for government institutions and secondary schools to meet the expectations in teaching and learning These expectations were not isolated from ascertaining whether they involve teaching, assessment and the appropriate use of resources. The study was guided by the Human Capital Theory developed by Becker Gary (1964)
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