Browsing by Author "ANTHONY EKENE OKOYE"

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    HUMAN RESOURCE INFORMATION SYSTEMS AND TEACHERS’ PERFORMANCE AT THE CATHOLIC SECONDARY SCHOOLS IN ONITSHA ARCHDIOCESE, NIGERIA.
    (THE CATHOLIC UNIVERSITY OF EASTERN AFRICA, 2025-05) ANTHONY EKENE OKOYE
    The effect of Human Resource Information Systems (HRIS) on teacher performance was studied at the Catholic secondary schools in the Onitsha Archdiocese in Nigeria. Specifically, how major components of HRIS—Employee Self-Service Portals, E-Training Information Systems, E-Performance Appraisal Information Systems, and E-Payroll Information Systems—impacted teacher performance in terms of lesson planning, efficient communication, and class management to meet learning objectives was studied. The study also looked into moderating variables in terms of school size, determining how school size impacted how these HRIS components and teacher performance interacted to drive instructional and career outcomes. This study was based on three theories: Theory of Dynamic Capabilities, Human Capital Theory, and Unified Theory of Acceptance and Use of Technology (UTAUT). The study took place in 2024-2025 with a descriptive research design for data collection and analysis to uncover the current state, attributes, and inter-relationships among variables without manipulation. The unit of analysis in this research was the network of 36 Catholic secondary schools in Nigeria's Onitsha Archdiocese. The teachers working in the sampled Catholic secondary schools were the units of observation. The research was based on a positivism research philosophy, assuming reality is absolute and could be clearly seen and described. The target population was 1,167 people, with a calculated sample size of 389 by applying Yamane's formula. This sample was drawn through a stratified random sampling method, with first-hand data collected via questionnaires. A pilot test was used to check for questionnaires' validity and reliability. Quantitative data analysis was carried out on data from the questionnaires, with diagnostic tests for autocorrelation, normality, heteroscedasticity, and multicollinearity to check for model assumptions and ensuring valid results. The study utilized both inferential and descriptive statistics, summarizing data into frequency, percentages, means, and standard deviation, and presenting it in graphs, pie charts, bar charts, and frequency tables. Multiple linear analysis was used for inferential analysis to identify inter-relations among independent, moderating, and dependant variables in this research. Based on findings, it was established that E-Training Information System (ETIS) (b= 0.242, p = 0.000 < 0.05), E-Performance Appraisal Information System (EPAIS) (b =0.178, p = 0.003 < 0.05), E-Payroll Information System (EPIS) (b = 0.195, p = 0.000 < 0.05), and Employee Self-Service (ESS) portal (b = 0.214, p = 0.001 < 0.05) all had positive and statistically significant correlations with teacher performance, suggesting that higher levels of these HRIS components positively improved teacher performance by 0.242, 0.178, 0.195, and 0.214 units, respectively. In addition, the relationship between HRIS components and teacher performance was also moderated by school size at a significant level (b = 0.156, p = 0.001 < 0.05; F-statistic = 48.324, p = 0.000 < 0.05), implying an increase in school size contributed to an improved teacher performance by 0.156 units. The conclusion is made that HRIS implementation enhances teacher performance but underlines challenges such as disparities in resources and system usability. The suggestions include ongoing HRIS funding, customized training programs, system scalability improvements, as well as strong data security measures. The future research should investigate other moderating variables such as gender, experience, and socio-economic conditions, as well as comparative studies in different educational environments. The future research should also investigate HRIS impacts across different socio-economic contexts, sources of funding, as well as types of schools—involving public and other faith-based schools—while also conducting longitudinal studies to evaluate longterm effects on teacher performance, teacher retention, and student achievement.