HRM IN MALAYSIAN SCHOOL

Human Resource
Management
In

Malaysian Schools

Kaswina a/p Ratakrishnan
Ong Soon Yeong

Acknowledgement

It gives us both of great pleasure to write this e-book on Human Resource
Management (HRM) in Malaysian schools. In the process of finding stories,
we have managed to interview six respondents and obtained new knowledge
on the different ways schools are run.

We would like to extend our gratitude to our lecturer Associate
Professor Dr. Aziah Ismail (in picture), who has taught us to look for real life
scenarios outside the classroom and gave us the opportunity to experience
conducting interviews and writing stories as a part of our final project work
for PMC 527. This assignment was truly an eye-opener for us and helped us
discover new perspectives in HRM.

We would also like to say thank you to our respondents, who have so
kindly shared their time, effort, and years of experience with us by allowing us
to interview them and publish their stories in this platform. We wish health and
prosperity to all of them.

With much gratitude,

Kaswina a/p Ratakrishnan Ong Soon Yeong
P-PM 0141/20 S-PM 0140/20

Table of Contents

1. Introduction 1

2. Human Resource Management in Schools 5

3. Background of Respondents 9

4. Their Stories (with links to Interview Recordings) 15

Respondent 1-3 by Ong Soon Yeong

Respondent 4-6 by Kaswina Ratakrishnan

5. Stories Review 27

6. Reference 29

i

Introduction

Human resource management can be defined as a strategic,
integrated and coherent approach to the employment, development and
well-being of the people working in organizations. It was defined by
Boxall and Purcell (2003: 1) as ‘all those activities associated with the
management of employment relationships in the firm’.

A later comprehensive definition was offered by Watson (2010:
919): HRM is the managerial utilisation of the efforts, knowledge,
capabilities and committed behaviours which people contribute to an
authoritatively co-ordinated human enterprise as part of an
employment exchange (or more temporary contractual arrangement) to
carry out work tasks in a way which enables the enterprise to continue
into the future.

Human resource management is a process of dealing with
various problems within the scope of employees, employees, laborers,
managers and other employees to be able to support the activities of an
organization or company in order to achieve predetermined goals.
Human resource management is management that specializes in the
field of personnel or in the field of personnel (Notoatmodjo in Sulasmi,
2020). of organizations, individuals and society.

PAGE 01

Human resource management (HRM) is a form of recognition of
the importance of organizational members (personnel) as resources that
can support the achievement of organizational goals, the implementation
of functions and activities of the organization to ensure that they are used
effectively and fairly for the benefit of organizations, individuals and
society.

The Human Resource Management play a very vibrant role in
attaining the organization’s goals and keep a competitive advantage
(Imran et al., 2014; Koser et al., 2018). The success of an organization
depends upon several factors, but the most important factor is employees,
which affects the organizational performance (Anjum et al., 2018; Den
Hartog et al., 2004). These employees play as human resources of the
organization an integral role in achieving innovative and high-quality
products and services.

HRM is the procedure of preparing, obtaining, assessing, and
reimbursing workers and of taking care of their work relations, security,
and reasonable concerns. Successful organizations make competitive
advantages through innovation and creativity (Rasool et al., 2019).

PAGE 02

In general, what is meant by human resources is:

Human resources are people who work in an

A organizational environment (often referred to as

personnel, labor, employees or employees)

Human resources are human potential as the
activator of an organization in realizing its existence.

Human resources are potentials and are assets and
function as capital (non-material / non-financial) in
the organization,

which is realized as physical and non-physical potential
in realizing the existence of the organization. Human resource
development is an effort to develop the quality or ability of
human resources through the process of planning education,
training and management of personnel or employees to
achieve an optimal result. Boxall (2007: 63) proposed that
‘the mission of HRM is to support the viability of the firm
through stabilizing a cost-effective and socially legitimate
system of labor management’.

PAGE 03

Matters relating to HRM are:
(1) more than usual emphasis on integrating various HR policies with

planning;
(2) HR management responsibility is no longer the responsibility of a

special manager, but the management as a whole;
(3) there is a change from a management union relationship to an

employee management relationship; and
(4) there is an accentuation of commitment to train managers to be able

to play an optimal role as activator and facilitator.
(Armstong, M.,2006)

Guest (1987) suggested that the four goals of HRM were strategic
integration, high commitment, high quality and flexibility. The beliefs of
HRM included the assumptions that it is the human resource that gives
competitive edge, that the aim should be to enhance employee
commitment, that HR decisions are of strategic importance and that
therefore HR policies should be integrated into the business strategy
(Storey, 2001: 7).

According to The Harvard Model of Human Resource Management,
created by Michael Beer, Human Resource Management is a strategic
approach to the employment, development and wellbeing of the people
working in an organization. Human resources management involves all
management decisions and actions that affect the relationship between the
organization and its employees – in other words, its human resources.
(Armstong, M.,2006)

PAGE 04

Human Resource
Management in Schools

Human resource management in schools is a new concept that
only recently has been acknowledged as key in raising schools’
performance as well (Vekeman, Devos & Tuytens, 2014). By
increasing teacher’s competence and commitment HRM holds
the potential of increasing teacher performance, and,
consequently, of yielding higher student outcomes (DeArmond,
Shaw & Wright, 2009).

There are several reasons why schools might benefit from
HRM. Firstly, since teachers play a big role in students’
achievements school can meet the increasing expectations of
students’ achievements through the competence an effort of
teachers. The various techniques of HRM work around
motivating and empowering teachers to contribute towards
achieving their school’s objectives. HRM strategies also should
provide teachers with a safe and healthy environment to work
in.

PAGE 05

According to Organisation for Economic Cooperation and
Development (OECD) report in 2009 and 2014, there is a
continuous stream of new psychological insights concerning
pedagogy and learning that includes schools. Teachers are bound to
be willing to continuously update themselves by incorporating new
ideas into daily practices and HRM can be seen as a way for
schools to offer teachers the avenue for continuous
professionalisation. OECD (2014) also mentioned that studies from
all over the world shows that schools, globally, have difficulty in
finding enough qualified teachers and rates of teachers quitting
early is high.

In Malaysia, the early retirement rates and attrition of
teachers are also showing a rising trend. According to a study
conducted by Khairani & Samsudin (2019), the group of in-service
teachers who have more than 21 years of experience showed the
lowest scores on feeling positive about work and the work
environment. There are several reasons that could be behind this.
The lack of a positive sense of being a teacher may be a factor that
leads to problems among experienced teachers such as stress and
burnout (Hadi, Naing, Daud, Nordin, & Sulong, 2009). If this
problem persists, then teacher attrition in Malaysian schools will
lead to a huge human resource debacle. Therefore, HRM in schools
should also focus on strategies in retaining teachers.

PAGE 06

Human Resource
Management in Schools

Another equally important HRM duty is the hiring of
teachers. As teachers are selected by the government and not
respective schools, there should be stringent criteria in the
selection process of teachers. The selected future teachers should
also be given comprehensive pre-service training. A teaching job
should be respected and only the HR managers of education
would be able to provide that stature. Pre-service teachers who
start their jobs need support and proper induction. Therefore,
coaching and mentoring is an important strategy that can be
employed to ease the new teachers into their job scope and
schools.

Strategic planning in HRM is something that needs an
effective leader. As a manager and leader, the school principal is
the closest representative of HRM to the teachers. An effective
leader in school would be able to plan proper HRM strategies
that are feasible in schools and shows support for the school
community.

PAGE 07

Some examples of support outlined by Graseck (2005), are;

1. Administrators listen to teachers.
2. Administrators ask questions of teachers.
3. Administrators sympathize with teachers.
4. Administrators embrace their teachers.
5. Administrators recognize that their teachers are the backbone of

the school.
6. Administrators build community among the members of the staff.
7. Administrators trust their teachers and involve them in decision

making.
8. Administrators articulate a vision that unifies the faculty.
9. Administrators exhibit a passion for educational excellence.
10. Administrators teach in classrooms to let the teachers know that

they remain on their side.

Budhwar, Varma & Patel (2016) in their research on various HRM
strategies in ASEAN state that countries like Malaysia make use of their
institutional attributes to reform, innovate, and develop the economy and
this has caused significant achievements in socio-economic developments.
This shows that proper planning of HRM in schools play a big role in
providing a good output that contributes to the development of the country
overall.

PAGE 08

Background of Respondent 1

Background of Respondent 1

PAGE 09

Background of Respondent 2

PAGE 10

Background of Respondent 3

PAGE 11

Background of Respondent 4

PAGE 12

Background of Respondent 5

PAGE 13

Background of Respondent 6

PAGE 14

Story of Respondent 1

http://gg.gg/uwiyn

Scan Teaching Accounts for the past 12 years, teacher A has experienced
to different Human Resource Strategies in different schools under the
overview of four different principals. According to teacher A, the
listen principals as leaders in school have shown friendly and
approachable characteristics that are very important in managing
teachers in schools. Teacher A emphasises that

Human resource management in school
is very important.

Without effective human resource management within school
administration especially, it will create a negative working
atmosphere. The function of human resource management in
school includes staff maintenance, staff relations and development,
and job performance reward and punishment. The problems that
are faced by schoolteacher A that Teacher A feel could be solved
by the administrators while dealing with teachers include poor
working condition such as the classes are too hot, lack of ICT
facilities, complaining from teachers on too many irrelevant and
redundant paperwork, and the work burden of holding too many
portfolios.

PAGE 15

Since teacher A is teaching in a school which is considered as a low
enrolment school, or better known as SKM (Sekolah Kurang Murid),
teacher A experiences many teaching periods per week and workplace
politics. School should be made attractive by creating a conducive
atmosphere for the school community. Teacher A’s principal worked hand
in hand with school’s Board of Governor (BOG) and Parents Teacher
Association (PTA) to upgrade the school’s facilities by installing air
conditioners, air coolers and fans within the school compound. Teacher
A’s principal is also trying to reduce the teacher’s workload by combining
a few activities into a main programme. In order for organisations to thrive
and achieve their potential, they need to be fully engaged, committed and
contented workforces. Teacher A shares point of view by stating that

equal opportunities play a big role in human resource management and
its effectiveness

is very vital in all aspect of operations in a school.

As a principal and school administration team, they must value every
teacher in their team and appreciate what they have done for the school.
By doing this, they will be willing to do whatever is asked of them. So
crucially, they need to have a strong relationship with their team. Rome
wasn't built in a day, so it takes time to build something great.

PAGE 16

Story of Respondent 2

http://gg.gg/uwir7

Scan According to teacher B, Human Resource Management (HRM)
to in schools is designed to manage and develop teacher abilities,
so that they can carry out learning activities effectively. HRM in
listen schools is a management activity that includes empowerment,
development, assessment, and remuneration for humans as
individual members of the schools. Changes that have occurred
because of global pressure and influence have encouraged
schools to continue to strive to improve teacher quality. Schools
place a top priority for quality improvement through an effective
and sustainable HRM process. Some of the problems that are
often experienced by the teachers in Teacher B’s school is such
as being bored in learning activities, unable to operate or use
digital education tools because of technological sophistication in
learning and the absence of efforts to improve their abilities such
as participating in training. Teacher B strongly emphasises that,

in the new era of learning, technology plays a fundamental
role in the processes of teaching students.

PAGE 17

These problems have resolved through the HRM programs to increase
teacher participation and ability to achieve school educational goals.
Training activities on the use of digital education tools that have been
carried out by schools to improve the quality of teachers’ abilities in
learning and improving the administration of academic processes. Teacher
B also rightly shared point of view in saying,

the more effectively teachers as the spearhead of school human
resources are utilized, it can be predicted that they will make a greater

contribution to the achievement of school productivity.

Professional teachers have the ability to further generate student
competencies according to their individual characteristics. Improving the
quality of education is inseparable from improving the quality of teachers
in learning. Schools can organize various trainings such as training for
learning modules, making teaching aids, developing syllabus, and making
standard materials. Schools as educational institutions will easily achieve
goals when they have human resources who have high competence and
professionalism in carrying out their work. The principal as an
administrator has a strategic role in running the wheels of the school
education organization and Teacher B strongly believes in training as an
important part of HRM.

PAGE 18

Story of Respondent 3

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Scan According to teacher C, principals are responsible for both
to leadership and management in schools. Many principals view
management responsibilities at a lower level because they
listen have little to do with vision, mission, school culture, and
instructional supervision. But management goes together with
leadership, many of the school culture and culture-shaping
aspects of the job are accomplished through combining
leadership and management. Successful school principals
combine management and leadership strategies effectively by
maximizing quality instructional time, using data, managing

http://gg.gg/uwinc

their time effectively, using faculty meetings to leverage
professional learning and reflecting. Teacher C shared point
of view in stating that,

One of the most valuable management tools is data.

Principals need to ensure that they make decisions based on
research. Due consideration should be given on what to do on
a daily basis to improve student achievement. Teacher C also
stresses to,

PAGE 19

Remember to put data in context. To successfully use data, combine
leadership and management roles. While managers are concerned

with generating and collecting data sources, leaders go beyond
merely connecting and scrutinize the most valuable data sources

given contextual realities and perceptions.

Teacher C’s principal then makes decisions and act in the best interests
of students, teachers, and the school. To help manage time, her
principal recommended Covey's time management matrix. This
suggests dividing tasks into categories urgent and important, urgent and
not important, not urgent and important, not urgent and not important.
The principal also suggested administrators establish a Tickler File with
information they will need for the month, and for more long-term
planning. According to teacher C, the principal has provided
opportunities to build trust, collaboration, individual and organizational
capacity, as well as employ celebrations to call attention to treasured
school values. Vision and passion from an effective school principal
should generate inspiration, motivation and excitement that permeates
throughout the school. The school principal focused attention teachers
and on what is important to ensure that they do not get side-tracked
with initiatives that will have little impact on the work of the students.

PAGE 20

Story of Respondent 4

http://gg.gg/uwiso

Scan Being in the teaching field for 31 years has given Emily* a
to vast experience on the job as a teacher, both in primary and
secondary schools. As such Emily has worked with nearly ten
listen different principals but to her, the primary school principals
have shown greater human resource strategies especially in
the care of teachers’ welfare. One such experience that is
remembered until today is the kindness of the first principal
who ferried Emily to school daily in the village. However,
moving to current times, Emily states that the touch of
camaraderie between the administrators and teachers is

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noticeably distant, especially during this pandemic. Some
management problems that Emily has noticed happening in
schools are personality and perceptions of teachers who have
the “couldn’t care less” attitude and view every change
negatively. However, Emily states that,

there is nothing much that the administrators can do. In
the end, what happens is the job is given to someone who is
known to be able to work better and can be trusted. Nobody

wants to deal with giving low performance marks or the
paperwork that is involved with the Exit Policy.

PAGE 21

The ultimate power of acting on teachers is not in the hands of the
school administrators and therefore, the best they can do is have open
communication to deal with the problems. The current principal has
carried out certain policies during this home-based learning system by
having online reporting platforms and submission of teaching
evidence. However, one example of a strategy that did not work so
well in Emily’s current school was when the District Education
Officer (DEO) insisted that the teachers must scan all the documents
in panel files and reports into a PowerPoint Presentation to be made
as a show case. This turned out to be an extra load for the teachers
and they decided to protest this instruction. As Emily is from a cluster
school, there is a constant involvement of the DEO to select best
practices in the school to be shared with others that causes Emily to
feel burdened. Therefore, Emily feels that the breadth the school
shares with DEO reduces teacher and principal autonomy in
managing their own resources. However, Emily adds,

teachers do not expect a lot, but if the managers in schools could
show some appreciation, it would be wonderful. A little touch of
care and personalisation makes all the difference in motivation.

PAGE 22

Story of Respondent 5

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Scan Mira* has had the privilege to teach in both primary and secondary
to schools for the past 30 years and worked with 15 different principals
thus far. According to Mira, all the principals have stood out as they
listen had different strategic planning to make their schools a successful
organisation. Mira shares that constant training and development is
very important in good human resource management. This would
give the teachers a sense of accomplishment and self-satisfaction.
However, from Mira’s experience,

principals do not prefer teachers to go out for training during

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school session as it causes them to miss class, despite having
official calling letters and practising MMI whereby classes are

replaced after returning from training.

Mira states that it is impossible for teachers to have continuous
professional development without leaving school and attending
training sessions. Besides this, another inappropriate strategy
practised by principals are favouritism. Somehow, Mira says,

in all the schools that I have taught before, favouritism is practised
vastly. I am not sure if it due to the actions of the administrators or

teachers themselves.

PAGE 23

Favouritism is often seen in setting of timetable and work
distribution. Teachers who tend to question or rebel are transferred
out to another school in the same district. Nevertheless, in her
current school, Mira feels that the existence of a Telegram platform
helps teachers to voice out their dissatisfaction in a safer way as
they do not face immediate confrontation which could cause them
to be emotional. As for failed strategies, Mira states that due to the
pandemic recently, students who go back to school were not
allowed to go to the canteen for recess and food had to be pre-
ordered. However, the solution in Mira’s school was to get the
class monitors to take orders during the first period and to go to the
canteen to settle the payment and collect food for their respective
classes during the period before recess.

It distracts the learning process, and the teachers are not happy
with all the disruption. It is also something that should be done

by the canteen operators.

Besides this, Mira also stresses that for teachers to be happy, it is
important that they teach the subject that they are trained for. Many
teachers are depressed teaching a non-option subject and that
neither focuses on teacher well-being nor is the best use of human
resource.

PAGE 24

Story of Respondent 6

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Scan Hailing from and posted to Kelantan, Anas* has been as asset to both
to the schools that Anas has taught at so far. The current school is a
controlled cluster school where most teachers are of the older
listen demography and used to the many ways of human resource
management. Anas says that,

the school is always under the radar of the district education
department, and always gets the best treatment. Therefore, teachers

are comfortable to be there. If there were to be any teachers who
showed poor discipline, they would be transferred out.

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From experience, Anas shares how protection provided by the
administrators in the school shows solidarity. The first school that Anas
was posted to is a school where parents tend to interfere in disciplinary
issues. A moment that Anas will truly remember is when a parent came
to school looking for a fight as his child was reprimanded and the
principal stood up for the teacher and resisted the viciousness of the
parent. Anas feels that it is important for teachers to feel that someone
superior in human resource has their backs so that they could do their
best in teaching. However, in the previous school, there was also one
principal who used third party policy in allowing political parties to be
a part of the school agenda. This, Anas feels

PAGE 25

is not the right thing to do in schools.
The principal with connection with political parties

use teachers as tools in their political agenda.
Teachers are supposed to focus on teaching

and not given external pressure.

Getting teachers involved in other things that are not related to their
job description under the ministry is considered as a poor
management of human resources in schools, especially for personal
gain as in this case. In the current school, Anas states that the
principal is very kind and understanding. Open door policy is also
practised whereby teachers can easily share their problems. Anas had
one situation whereby,

A new timetable was set and I had to teach 35 periods in a week,
all SPM classes, which was too much.

I spoke to the principal, and the problem was solved by reducing
one period from each class.

This made Anas feel appreciated and could carry the responsibility
optimally. As for future managerial plans, Anas hopes that the school
would organise health programs so teachers are educated on leading
healthy and balanced lifestyles.

PAGE 26

Stories Review

If there is one similarity between all the stories in this e-book, it
is that all the respondents interviewed have the same mindset of “saya
yang menjalankan amanah” which means that the respondents are tied
to the oath they have taken to abide by the government and their
organisations. These respondents have the undeniable sense of
responsibility towards their duty and try their best to make optimum
use of their situation. Besides that, they do not have high expectations
concerning remuneration or extrinsic motivation. They can self-
motivate but do need continuous support and intrinsic motivation from
their human resource managers.

Several things that are common in Human Resource Management
(HRM) in Malaysian schools;

the school principal as the highest administrator in schools
has limited autonomy and power in decision making
especially in recruitment, retainment, and remuneration.
Human Resource Management (HRM) differs according to
organisations, and this is highlighted by the respondents. This leads to
the principals being unable to take any form of stern action on deviant
teachers besides highlighting the issues to the district or state education
departments. Likewise, there is only so little that a principal can do for
the high-performing teacher as well.

PAGE 27

Teachers appreciate the open-door policy that is practised by
their principals.

This policy helps them to approach their administrators and provide
feedback. This has proven to be a good strategy as the respondents feel
heard and it gives them a sense of belonging to their respective schools.

It is crucial for school administrators to provide constant
training and professional development courses.

Although these can be tedious as it is conducted outside schooling hours
which can prove to be an extra burden, but all the respondents agree that
continuous professionalisation gives them a deeper sense of purpose and
is a form self-improvement. The respondents also look forward for
courses organised at the district, state, or national level.

Teachers are willing to go all out to do the best for their
respective organisations.

Briefly put, the respondents look up to their principals as human
resource managers and hope for good strategies and policies to be
introduced in their respective schools that can create a stress-free,
balanced environment. HRM works both to control employees as well as
a way to enhance employee commitment and empowerment in achieving
set objectives.

PAGE 28

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