International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

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Teacher Emotions as a Moderator Between the School Heads` Human Resources Management Practices and Teachers` Performance

Author(s) Marybeth Flores Ardeño, Joanne D. Gorospe
Country Philippines
Abstract School heads influence teacher performance through the implementation of effective human resource management (HRM) practices. However, the way teachers emotionally experience their work may affect how these management practices influence their performance. This study examined the role of teacher emotional states in the relationship between school heads’ HRM practices and teacher performance in Caluya Zone II elementary schools during School Year 2025–2026. The study employed a quantitative descriptive–correlational research design. With purposive selection of 100 elementary teachers from seven public elementary schools as respondents. Data were collected through structured survey questionnaires measuring school heads’ HRM practices, teacher emotional states, and teacher performance. Data were analyzed using descriptive statistics, correlation, and regression analysis. Results indicated that school heads implemented HRM practices at high levels, while teachers demonstrated satisfactory to very satisfactory performance. Teachers generally reported positive emotional states. Findings revealed a significant relationship between HRM practices and teacher performance, with teacher emotions playing an important role in influencing how these practices affect performance. The study highlights the importance of supportive leadership and initiatives that promote teachers’ emotional well-being to enhance professional performance and improve educational outcomes.
Keywords School heads influence teacher performance through the implementation of effective human resource management (HRM) practices. However, the way teachers emotionally experience their work may affect how these management practices influence their performance. This study examined the role of teacher emotional states in the relationship between school heads’ HRM practices and teacher performance in Caluya Zone II elementary schools during School Year 2025–2026. The study employed a quantitative descriptive–correlational research design. With purposive selection of 100 elementary teachers from seven public elementary schools as respondents. Data were collected through structured survey questionnaires measuring school heads’ HRM practices, teacher emotional states, and teacher performance. Data were analyzed using descriptive statistics, correlation, and regression analysis. Results indicated that school heads implemented HRM practices at high levels, while teachers demonstrated satisfactory to very satisfactory performance. Teachers generally reported positive emotional states. Findings revealed a significant relationship between HRM practices and teacher performance, with teacher emotions playing an important role in influencing how these practices affect performance. The study highlights the importance of supportive leadership and initiatives that promote teachers’ emotional well-being to enhance professional performance and improve educational outcomes.
Published In Volume 8, Issue 3, May-June 2026
Published On 2026-05-03
DOI https://doi.org/10.36948/ijfmr.2026.v08i03.77020
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