HUMAN RESOURCE DEVELOPMENT PRACTICES, WORK ENGAGEMENT, JOB PERFORMANCE AND JOB SATISFACTION AMONG TECHNICAL COLLEGE TEACHERS

Abstract

Human Resource Development (HRD) has become an essential strategy for enhancing employees’ competence, engagement, and productivity. This study therefore investigated HRD practices and the levels of work engagement, job performance, and job satisfaction among technical college teachers in South-West Nigeria. The study employed a descriptive survey research design. The population comprised of all 60 teachers in two selected technical colleges. Total enumeration sampling technique was employed to include all teachers in the study. Data were collected using a structured questionnaire titled Human Resource Development Practices and Work Outcomes Questionnaire, which consists of 40 items that was measured on a four-point scale. The instrument was validated by experts and it yielded a reliability coefficient of .87 using Cronbach’s Alpha. Data collected were analyzed using mean and standard deviation, while 2.50 was used as the criterion mean for decision-making. The findings revealed that technical college teachers are substantially exposed to HRD practices such as obtaining higher degrees, professional certifications, attending conferences, workshops, and professional activities (Average Mean = 3.57). The results further indicated that teachers demonstrate high levels of work engagement (Average Means: Vigor = 3.53, Dedication = 3.44, Absorption = 3.15), job performance (Average Mean = 3.50), and job satisfaction (Average Mean = 3.36). The study provides context-specific empirical data which shows that HRD practices enhance work-related outcomes, and it offers a framework to advance theory, guide policy decisions, and supports improved professional development strategies in technical and vocational education. It recommended that technical college administrators should strengthen ICT-related training for teachers and encourage research activities through incentives, among others.