The Impact of Personnel Management Skills and Teachers’ Productivity

Towards Humanizing The society

Datin Rosnani Jusoh *1, Nazira binti Tofek 2 , Dr Rahimah Jamaluddin 3 , Ts Dr. Mohd
Hazwuan Puad 4 and Ts Dr Enio Kang Mohd Sufian Kang 5

1,
Datin Rosnani Jusoh’ Department Science and Technical University Putra Malaysia, MALAYSIA
(E-mail: rj@upm.edu.my)
2,3,4,5
. Department Science and Technical University Putra Malaysia, MALAYSIA
* Datin Rosnani Jusoh
ABSTRACT
A humanizing in education is crucial for both teacher and student success and critical for the
academic and social resiliency of students. The philosophical, theoretical, and operational
foundations of humanizing the personnel management skills in school can be delineated into
essential tenets and principles and practices for humanization in education. The personnel
management skills in school effect on teachers’ productivity. This research uses a quantitative
correlational research method. The target population was defined for primary school teacher at
district of Kuala Langat. Sampling procedure using stratified random technique and fishbowl
technique is selected. The research study using instrument from Likert Scale Questionnaire. From
this research, the finding indicates that there is a strong positive relationship between personnel
management skills and teachers’ productivity among primary school teachers in district of Kuala
Langat, Selangor. From the findings, the researcher concludes that remuneration and improvement
of condition and facilities are the main determinant for teachers’ productivity. Thus, some
suggestions are specified for improvement and enhancement to increase teachers’ productivity
through personnel management skills.

Keywords: Personnel Management Skills, Teachers’ Productivity and humanizing in

education

INTRODUCTION
Malaysia Education Blueprint (MEB) 2013-2025 are based on the system aspirations which
are Access, Quality, Equity, Unity and Efficiency. On the Ministry of Education 2018 Annual
Report, it is reported that the ministry has made some progress and faltered in certain initiatives and
plateaued in others. Through the MEB, it is believed that the ministry will continue to transform the
education system in Malaysia. Teachers is one of the stakeholders that affected by the
transformation of the system that can be seen in midway through Wave 2, in 2018.
For example, through inculcating Higher Order Thinking Skills in 21st Century Learning,
teacher in rural area schools manage to overcome all odds and integrate the 21 st Century skills in
their teaching towards the classrooms learning. The act of those inspirational teachers is lead to the
nation aspiration in positive development and it is expected to create a ripple effect across the
nation.
A strong and complete teaching and learning system and method is carried out
encompassing the curricula and enrichment, parental, community and government support, and
good management qualities, which are among the aspects emphasised in producing talented human
capital in their respective fields (Malaysia Education Blueprint 2013-2025; Annual Report, 2018).
A good management quality in education is inter-related and important in determine the
productivity of the teachers. As quality is part of the qualification that needed in order to perform a
productivity. The teachers’ productivity that can be identified by their performances, satisfaction
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and effectiveness are mostly related with the quality that bound with the teacher or the quality that
they produce or acquired. That is why, it is important to obtained a quality teacher to ensure that
they can be productive and efficient in order to achieve the productivity.
In order to produce a good management quality in educational organization, personnel
management especially in teachers need to be taken into account. In MEB, these aspects are
elaborate under improving quality in education.
For example, improving teacher quality and enhancing school leadership quality. In
improving the teacher quality, ministry implemented the efforts started from the recruitment of
trainee teachers at Institute of Teacher Education (IPG) to the increase of competency of school
leaders and lecturers. These efforts including the intake of potential apprentice educators from the
top 30% of SPM graduates, improve the application of applied training post at the Institute of
Teaching Education (IPG), empowering the Research Management and Innovation Centre (IPGM)
Operations and others.
It is can be concluded that by providing teachers with quality, the ministry of education will
also able to offer a teacher with productivity that can perform effectively and efficient in their job
and their responsibility. Furthermore, by improving teachers’ quality also, teachers’ productivity
can be boost so that more quality teachers can be acquire that has high productivity which that can
be one of the useful tools in improving our education level.
For enhancing school leadership quality, ministry continuously take step to strengthen the
quality by giving serious attention to the smooth running of school administration and management,
organising programmes that provided and strengthened the various leadership and management
skills competencies for school leaders, programmes that provided education leaders with the ability
to lead schools towards excellence, and mentoring programmes for outstanding schools in the
mission of boosting low-performing schools.
In addition, the ministry also gave serious attention to the development of mid-level
leadership competencies in schools and had organised programmes for high-performance leaders
who were exposed to personnel management skills and leadership methods outside the context of
education. Other than that, ministry also worked to improve the efficiency of the Malaysian
education system through the adoption of the following MEB initiatives such as improving
leadership and capability within Ministry of Education (MOE).
Under these initiatives, MOE improving efficiency in personnel management skills,
decision-making and reducing job redundancy.
An independent unit at the Ministry, the Education Performance and Delivery Unit (PADU) is
created in order to driving the implementation of the MEB initiatives, facilitating, monitoring,
supporting and reporting on the current status of the progress and responsible to ensure that the
objectives of the MEB initiatives are achieved. PADU sustaining quality outcomes through the
Initiative Program Management Cycle (Malaysia Education Blueprint 2013-2025; Annual Report,
2018).
In this research, further relationship that related to personnel management skills for example
in leadership and teachers’ productivity such as in quality, will be study in order to find the relation
between the school personnel management skills and teachers’ productivity in primary school
organizations. For addition, Administrative Management Theory (Henry Fayol, 1990) and
Expectancy Theory (Victor Vroom, 1964) will be used in portraying the inter-relation towards the
research study.

Problem Statement
In the 21st Century era of education, Malaysia as one of the developing countries is not
exception in affected with the globalization issues and challenges. One of the potential issues that
brought by a teaching programme student is the overload of the teacher tasks. It is portrayed that
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teacher are overwhelmed with task other than teaching that occupied the working period and even
some need to do extra work back home in order to fulfil the task requirements on time despite the
need to complete the syllables which resulting in the poor productivity produced by teacher.
According to (Rosli, 2021), who wrote a report regarding “Workload and Stress in
Teaching Profession” for Terengganu Strategic and Integrity Institute (TSIS) under Human
Resources and Education Cluster, a study conducted by National Union of the Teaching Profession
(NUTP) enclosed that 70 percent from 9,000 teachers across the country faces work pressure due to
workload factors and the clutter of workplace environment. Thus, the situation become ever worse
with the improvement and empowerment in government policies which demanding for
improvement in student achievement.
From the writing, (Rosli, 2021) also stated that teacher’s workload and stress are comes
from the clerical tasks such as students’ attendance record taking, filling student scoring and grades
to the system, attending meetings, participating in school event, handling school co-curricular
activities, along with the teaching and learning process.
Workload referring to tasks that need to be implemented by teacher either related to teaching
and learning process or out from the teaching and learning scope and it is measured based on
frequency the amount of time allotted to complete it.
Example of workload experienced by teachers are such as making teaching plans, providing
teaching aids and tools, completing the syllabus, updating the student attendance schedule,
conducting co-curricular activities, generating and formulating examination questions paper,
replacing absent teachers, and other related task regarding student and school purposes.
According to National Union of the Teaching Profession (NUTP), teachers’ workload and
stress need to be handled accordingly so that this issue will not affect on teachers’ mental health and
their productivity. This is because, stressful teachers usually facing problem in producing good
work quality, dedication, motivation, creativity, commitment towards their responsibility, skills and
morale. All these will also affect on school function and student discipleship.
As written in (Wafi, 2019), Natrah a Mechanical Engineering graduate that taking part in
teaching programme stated that teaching conditions can be improved. She explained that teacher
now days are anticipated in doing extra work that are not related with educating.
For instance, like involved in school programme such as contributing and managing an open
day in school such as school sport day, taking daily information regarding the attendance of the
students, filing in online PAJSK (sport and curricular) marks and many more which resulting in the
time existence of the teacher in classroom for teaching purpose.
It is believed that teacher overload work can be reduce in many ways. By improving school
infrastructure and improving the environmental conditions and facilities along with the strong
motivational motion by the administrator perhaps could be one of the best moves to make in order to
see the effect towards teacher. The teachers’ productivity can be increase by tackling this overload
work issue as this issue has reflect on the teachers’ performances and effectiveness.
Other issue and problem related to teacher in Malaysia are salaries and remuneration that are
not commensurate with workload and responsibilities, teacher felt that their effort and hard work are
not paid off with current financial plan provided by government, then there is no standardisation in
the distribution of task coordination by the school management, which lead the teacher in teaching a
subject that are not their forte due to incompetent of schedule arrangement and lack of the numbers
of teacher that available in particular school.
Once teachers felt that their burden and hassle are not being appreciate enough, and they are
obligate to do task that are different with their qualification, simultaneously, their productivity will
low down as they felt not fair and oppressed by the system that their working with. That is why, it is
important to handle this kind of issue and problem effectively so that teachers’ productivity is not
being jeopardise.
Furthermore, the distribution of teachers’ teaching time that are not equal and causing a

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demotivation performance in teacher which affect the efficiency and productivity. Based on the
issues and problems occurred, the relationship between management and teacher can be identified as
the major element that trigger the situation. This will also affect teachers’ job satisfaction that are
somehow related with their productivity as well.
As the problem occur related with teachers personally, it is clear that teachers’ productivity
is affected too. If the problems are not being manage appropriately, teachers’ productivity are at
risk. That is why, it is important to address this issue together with the school personnel
management skills in order to improve teachers’ productivity.
This supported by report written in the Berita Harian Online news on April 26, 2022 that
stated that teachers’ workload is in alarming state which resulting in poor mental health status.
Ministry of Education also taking serious note in this issue since thousands of complaint and
feedback received due workload that making teacher having fatigue and emotionally drained
(Nasbah, 2022). It is worrying that if this issue is not being address accordingly, teachers’ work
performance, job satisfaction and work effectiveness will be at risk.
With the understanding that management of school in Malaysia has only minor differences
between any school whether in primary or secondary. It is believed that any issues or problems
occur will reflects all the school in Malaysia. Further to that, this study investigated the relationship
between School Personnel Management Skills and Teachers’ Productivity of Primary School
Teachers in district of Kuala Langat, Selangor.

Objectives of the Study

1. To analyse the level of Personnel Management Skills at primary schools in district of Kuala
Langat, Selangor.
2. To identify the level of Teachers’ Productivity among primary school teachers in district of
Kuala Langat, Selangor.
3. To determine the relationship between School’s Personnel Management Skills and Teachers’
Productivity at primary schools in district of Kuala Langat, Selangor.

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ACKNOWLEDGEMENT
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[2] Klemmer, R.S., Thomsen, M., Phelps-Goodman, E., Lee, R. and Landay, J.A. Title of the article in proceedings.
In Title of the Proceedings, Publisher (Year), Page no.
[3] Schwartz, M. Title of the Book. (Publisher Name, Publisher City, Year), Page no.
[4] Choo, S.M. Title of a PhD thesis. Institution, Ph.D. Thesis, Year.