Staffing Practices and Employee Organizational Effectiveness in SUCs: A Correlational Study
Keywords:
Staffing Practices, Employee Organizational Effectiveness in SUCs, Correlational StudyAbstract
This aimed to determine the staffing practices and how these relate to the organizational effectiveness of employees in SUCs of Eastern Visayas Region as perceived by the management staff, the teaching and the non-teaching personnel. The researcher used the descriptive method of research in determining staffing practices of the respondents SUCs along areas, viz: 1) recruitment, 2) selection, 3) promotion and retention, and 4) training and development. Correspondingly, these practices were correlated to the respective employees’ organizational effectiveness along the following: commitment to school as an organization, commitment to work, and commitment and relationship with peers. The values of correlation coefficients of 0.423 for commitment to school as an organization, 0.463 for commitment to work and 0.969 for commitment and relationship with peers resulted to the absolute computed Fisher’s t-values of 2.72, 3.05 and 22.71 respectively which proved to be greater than the critical/ tabular t-value of 1.96 at α=0.05 and df= 34. This led to the rejection of the hypothesis which states that “There is no significant relationship between staffing practices along training and development and employees organizational effectiveness along the three areas”. Training and development practices are positively and significantly correlated to an employees’ organizational effectiveness in SUCs. Where prescribed training and development procedures are practiced more often, the corresponding level of employees’ organizational effectiveness is high; where these procedures are less practiced, the corresponding level of employees’ organizational effectiveness is likewise low. Organizational effectiveness as perceived by the management staff, teaching and non-teaching personnel indicated significant differences as evidenced by their assessment in relation to commitment to school as an organization, commitment to work, and commitment and relationship with peers. The management staff gave a higher rating to organizational effectiveness of personnel along these three areas, followed by the teaching personnel; while the lowest rating was given by the nonteaching personnel.
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