HUMAN RESOURCE MANAGEMENT FACTORS INFLUENCING THE PROMOTION OF POSITIVE WELL-BEING OF TEACHERS IN THE CENTRAL SPECIAL EDUCATION CENTER
Keywords:
Human Resource Management, Positive Well-Being, Central Special Education CenterAbstract
This research aimed to: 1) examine the level of human resource management and the promotion of teachers’ positive well-being in the Central Special Education Center, 2) investigate the relationship between these factors,
and 3) identify human resource management factors influencing teachers’ positive well-being. The sample consisted of 127 teachers, determined using
the Krejcie & Morgan (1970) table. The research instrument was a five-point rating scale questionnaire with an Index of Item-Objective Congruence (IOC) ranging from 0.67 to 1.00 and an overall reliability coefficient of .94. Statistics used included frequency, percentage, mean, standard deviation, Pearson’s correlation,
and multiple regression analysis.
The results showed that both human resource management (= 4.35, S.D. = 0.59) and teachers’ positive well-being (= 4.41, S.D. = 0.50) were at high levels. There was a strong positive correlation between personnel management factors and teachers’ positive well-being (r = .754, p < .01). Multiple regression analysis revealed that performance evaluation (β = .210) and organizational commitment building (β = .499) significantly predicted teachers’ positive well-being, jointly explaining 62.8% of the variance (R² = .628).
The findings indicate that effective human resource management, particularly performance evaluation and organizational commitment, play an important role in promoting teachers’ positive well-being, improving their quality of work life, and enhancing the effectiveness of sustainable educational management in special education.
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