DIALECTICAL RELATIONSHIP` BETWEEN HUMAN RESOURCES ASSESSMENT (HRA) AND JOB SPECIFICATION OF SECONDARY SCHOOL TEACHERS IMPLICATION FOR EDUCATIONAL MANAGEMENT

Abstract

This paper examines the dialectical relationship between Human Resource Assessment (HRA) and Job Specification (JS) of secondary school teachers in Nigeria. With the evolving dynamics in the educational sector, aligning teachers' capabilities with job roles is imperative for optimal school performance. As schools struggle with issues such as teacher shortage, declining student performance, and professional dissatisfaction, it becomes imperative to reassess how the assessment of human resources aligns with the expectations set by job specifications. The goal of this discussion is to bridge the knowledge and practice gap by analyzing the conceptual, theoretical, and practical intersections between HRA and JS in Nigerian secondary schools. Ultimately, the paper seeks to propose a more holistic framework for aligning human resource functions with educational outcomes, thereby enhancing teacher performance and school effectiveness. This paper highlighted the relevance of Human Capital Theory of the training and development of teachers in line with specific Job specifications. Secondly, the Concepts of Human Resources Assessment, Job specification and Secondary School teacher were explained, in addition to highlighting the purpose and tools of Human Resource Assessment. Finally, the practical relationship between Human Resource Assessment and the challenges of aligning Job specification and Human Resource Assessment were discussed among others, it was suggested government and school authorities should invest, update and adopt technology in aligning Job specification and Human Resources Assessment while also encouraging meaningful feedbacks.    

DOI:                https://doie.org/10.10318/SER.2026778819