Redefining rural education: exploring EFL teachers’ perceptions and recommendations for enhanced human resource management practices

Abstract

In the realm of education, the efficacy of human resource management (HRM) is paramount in determining the quality of instruction, enhancing learners’ experiences and driving overall educational success. Despite its importance, existing research on HRM in education has predominantly been from an administrative or policy perspective. Consequently, this study purposed to fill this research void by exploring the perceptions of HRM practices amongst 97 rural English as a foreign language (EFL) teachers in Sulawesi, Indonesia, and offering tangible recommendations for enhancement based on these teachers’ insights. Utilizing a mixed-methods approach of questionnaires and interviews, the research disclosed that many rural EFL teachers exhibited an indifferent attitude towards HRM practices. However, a detailed analysis from interviews uncovered areas for potential enhancements in HRM, specifically in job satisfaction, professional development, motivation and performance recognition. This paper concludes by outlining practical recommendations, such as enhancing communication conduits between teachers and human resource departments to better acknowledge and address teachers’ concerns, and proposes further research on other potential factors that might affect teachers’ perceptions of HRM practices.

Keywords:

• Human resource management
• education
• rural area
• perspective
• EFL teachers

Reviewing Editor:

• Timo Ehmke, Department of Education, Leuphana University of Lüneburg, Lueneburg, Germany

SUBJECTS:

• Development Policy
• Rural Development
• Development Theory
• Teachers & Teacher Education
• Continuing Professional Development
• Language & Literature
• Language Teaching & Learning

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This research was financially supported by the Endowment Education Funding of Indonesia (LPDP) through Centre for Higher Education Funding (BPPT).

Notes on contributors

Burhan

Burhan is a faculty member at Universitas Bosowa Makassar, Indonesia, specializing in Primary School Teacher Education. His research spans educational management, program evaluation, and curriculum development, aiming to enhance educational practices and outcomes.

Mirayanti

Mirayanti, a doctoral student at Universitas Muslim Indonesia in South Sulawesi, Indonesia, is specializing in a management program with a keen focus on human resource management. alongside her studies. She is also a dedicated faculty member at Universitas Madako Tolitoli, located in Central Sulawesi, Indonesia.

Marzuki

Marzuki, serving as a faculty member in the English Language Education Study program at Universitas Madako Tolitoli, Central Sulawesi, Indonesia, brings a diverse array of research interests and specializations to his role. His expertise lies in technology-enhanced language teaching, strategies for teaching English as a foreign language (TEFL), and the nuances of academic writing. These interests underline his dedication to incorporating contemporary technological advancements into language education, investigating efficacious teaching methods and enriching academic literature through his scholarly contributions.

Saugadi

Saugadi is a faculty member specializing in Educational Technology. His research interests include the integration of technology in teaching, educational management, and the evaluation of educational programs and initiatives.

Diyenti Rusdin

Diyenti serves as a faculty member in the English Language Education Study Program at Universitas Madako Tolitoli, Indonesia. Her research focuses on EFL (English as a Foreign Language) teaching strategies, curriculum development, and pedagogical innovations aimed at improving language acquisition and proficiency.