Analysis Piece Assignment

By

Guyan Gordon

ID#:0415356

An Assignment Submitted in Partial Fulfillment of the Requirements for the

Educational Leadership: Human Resource Development for Educators (EDU5028)

In

Masters in Educational Leadership and Management

Faculty of Education and Liberal Studies

University of Technology, Jamaica

Monday, October 05, 2020

Lecturer: Dr. Claudine Campbell

 The teaching and learning process within a school can be impacted by its human resource

functions which entails usage, development, and environment. Rebore (2007) contended that the

objective of the human resource function is to meet the goals of the school and assist teachers in

maximizing their potential and develop their careers. The main goals of effective schools include

improvement in instructional delivery, retain competent teachers, student’s achievement’s, and to

maintain equity in teaching and learning. Webb & Norton (2012) indicated that human resource

function has three (3) main components, namely: human resource utilization, human resource

development, and human resource environment.

Mugure (2012) pointed out that student’s outcome is indirectly or directly associated with

the utilization of human resources. The utilization of human resource is the way teachers are

used or deployed in the schools. For example, having teachers teaching outside their area of

specialization may equate to substandard teaching. For this reason, the vision 2030 Education

sector plan 2009-2030 strategic objective six (6) stipulates: administrators should optimize the

effectiveness and efficiency of staff in all aspects of the service to ensure continuous

improvement in performance. Essentially, teachers can’t teach what they don’t know, and the

deployment of teachers must take into consideration teachers skillset, and knowledge. Teacher’s

knowledge or lack thereof in their subject area may affect job performance and students learning.

The concept of teacher’s knowledge affecting teaching and learning holds true due to the fact

that within some quarter’s students don’t have access to internet, textbooks and other learning

resources. Therefore, teachers are seen as a source of knowledge in the interpretation and

dispensation of information. Taylor (2011) asserted that, when teacher’s knowledge is coupled

with time doing learning activities with students there tends to be marked improvements in

learning outcomes.
 Therefore, building teachers capacity for school improvement through human resource

development is crucial in the teaching and learning process. Jucius (1993) described human

resource development as improving understanding, attitudes, skills, abilities, and knowledge of

employees of an organization. Therefore, the human resource development aspect of teachers

within a school is a key factor in keeping up with the changing landscape of teaching and

learning. The present landscape of teaching and learning is orientated towards online, and other

technological mediums. Furthermore, the vision 2030 Education sector plan 2009-2030 strategic

objective seven (7) stipulates: teachers should enhance student learning by increasing the use of

information and communication technology in preparation for life in the national and global

communities. Therefore, the training in information and communication technologies that is

presently been afforded to teachers by the Jamaica teaching council (JTC) is a human resource

developmental initiative. Essentially, if teachers don’t know how to use teaching aids and others

technological equipment’s to engage and enhance students learning, the teaching and learning

process may prove futile. Lawson (1998) maintained that developmental training is critical to

help teachers to make career advancements and suggested that training can be a powerful tool in

promoting the delivery of educational activities to the students.

Finally, human resource in a culturally responsive environment tends to be a requirement

to have effective teaching and learning. Tableman (2004) indicated that school climate and

culture have important effects in teaching and learning. The environment in which a school

operate whether it be toxic or positive affects the teaching and learning process. Therefore,

without a conducive teaching- learning environment teachers morale, commitment, and student’s

performance may diminish. Hence, a function of human resource is to improve the climate and

culture of a school, in order to have a meaningful teaching and learning environment.

 References

Jucius, M. (1993). Personnel management. 7th ed.

Lawson, G. (1998). New paradigms in adult education. Adult Learning, 8(3), 10.

Mugure, N.S. (2012). Impact of Resource Utilization in Education as Perceived by Teachers

in Secondary Schools in Mathioya District, Muranga County, Kenya. Kenyatta

University.

Planning Institute of Jamaica. (2009). Vision 2030 Jamaica: National development plan.

Rebore, R. W. (2007). Human resources administration in education: A management approach

(8th ed.). Boston: Allyn & Bacon

Tableman, B. (2004). School climate and learning. Best Practice Briefs, No. 31, p. 1-10.
www.outreach.msu.edu/bpbriefs.
Taylor, S. (2011). Uncovering indicators of effective school management in South Africa using

the National School Effectiveness Study. Stellenbosch Economic Working Papers 10/11.

Webb, L. D., & Norton, M. S. (2012). Human resources administration: Personnel issues and

needs in education. Pearson Higher Ed.