Rethinking the Role of the Principal in the Strategic Management of Human Capital in Public Secondary Schools in Zimbabwe

Abstract

Effective leadership and management are at the centre of the strategic management of human capital in education. Principals in schools as organizations promote the effective execution of strategies by coordinating staff members toward accomplishing school goals and objectives to improve student outcomes. Principals are critical in implementing strategic plans and providing a conducive setting for teaching and learning that allows human capital to grow and perform better. Principals must be strategic and forward-thinking by aligning school systems, culture, and processes to achieve all goals. Principals in public secondary schools in Zimbabwe face challenges in strategically managing human capital. Evidence mainly points to the teachers’ low motivation levels and lack of training and coherence in support mechanisms that would enable principals to strategically manage human capital in Zimbabwean schools. Thus, this necessitates the need to rethink the role of the principal. The study aimed to explore ways to rethink and redefine the principal’s role in Zimbabwean schools where education is in crisis. Following an interpretivist paradigm, a qualitative approach using a case study design was employed to gather data. The study found a need for policy change to strengthen the principal’s management and instructional leadership role when managing human capital effectively in schools. Such a bold move would pave the way for an upgrade in principals’ leadership and management capacities so they can effectively manage teacher performance and thereby improve academic performance.

Plain language summary

The research explores how school principals in public secondary schools in Zimbabwe can better handle and oversee the management of their teachers and staff. It looks at new ways for principals to strategically handle human resources, such as hiring, training, and supporting teachers, to improve the overall performance and effectiveness of the schools. Background: The education system in Zimbabwe faces multifaceted challenges, including resource constraints, teacher shortages, and curriculum changes. Amid these challenges, the role of the principal is crucial, not only in day-to-day operations but also in shaping a conducive environment for effective teaching and learning. Principals encounter various challenges in managing human capital. These include teacher retention issues due to inadequate incentives, the need for continuous professional development, limited resources for staff support, and a mismatch between teachers’ skills and evolving educational needs.: Rethinking the principal’s role in managing human capital in Zimbabwe’s public secondary schools is pivotal for sustainable educational development. By adopting strategic approaches that prioritize human resources, principals can create a conducive environment for effective teaching and learning despite the challenges faced within the educational system

Keywords

principals public secondary schools strategic management human capital instructional leadership

Introduction

Globally, the role of the principal in human capital management has become clearly recognized, and most secondary schools are learning how to build the human capital management capacity of principals. Human capital theory assumes that teachers and principals impact student learning the most. The theory underscores the indispensability of leadership and managerial skills in steering effective human capital management, directly impacting a school’s academic success (Kerrissey & Edmonson, 2020). Compared to middle managers in the corporate realm, principals are increasingly shouldering greater responsibility for academic performance and pivotal human capital management functions, such as talent acquisition and fostering the professional growth of educators. However, this paradigm shift remains conspicuously absent in the realm of public secondary education in Zimbabwe as most principals grapple with formidable challenges in fulfilling their managerial and leadership duties. The major challenge stems from teachers’ low motivation because of low salaries and Zimbabwe’s unfavorable socioeconomic and political climate. Hence, there is a need to rethink the role of the principal.

Strategic human capital management in education involves systematically planning, developing, and utilizing teachers, administrators, and staff to enhance the learning environment and academic outcomes. In Zimbabwe, according to Maponya (2020) and Khoza (2021), most school principals face difficult times as they are overburdened with responsibilities and tend to concentrate more on routine administrative rather than management and instructional leadership roles. The limited focus on instructional leadership affects their ability to actively support teaching and learning processes, including curriculum development, instructional quality, and teacher professional development. Research by Zvavahera (2018) found that failing to perform instructional leadership functions has contributed to school ineffectiveness and lack of improvement in student performance. Poor student performance, especially at the Ordinary Level, has been attributed to the failure of school heads to perform their roles adequately as instructional leaders (NASH, 2020). In addition, it has affected the principals’ capacity to manage change and transformation in school effectively.

Principals in Zimbabwe lack instructional leadership skills as limited opportunities for school management training are offered in colleges of education as part of the initial teacher training program. Dongo (2022) argues that principals lack the skills to practice an influential instructional leadership role in curriculum conceptualization, development, and implementation. Without solid instructional leadership skills, principals face challenges in aligning curriculum objectives with teaching strategies and assessment methods, potentially leading to inconsistencies in education delivery. Mudzingwa (2018) cites that principals struggle to monitor and supervise teachers, thus affecting the performance of the schools. The lack of supervision affects performance management as principals cannot measure teacher performance and thus lack the capacity to differentiate between competent and incompetent teachers. The performance evaluation deficiency, as emphasized by Zvavahera (2018) and echoed by Garira (2019), negatively impacts the performance of the principal’s duties and the whole school system. Without proper control and monitoring of teaching, the schools cannot track the successful implementation of strategies to achieve the vision of instruction.

Furthermore, most principals in Zimbabwean public secondary schools lack strategic and transformational leadership skills, which hinder their capacity to create cohesive and goal-oriented human capital management strategies (Bush, 2018). Without a strategic vision that aligns recruitment, professional development, and performance evaluation, principals contribute to a lack of motivation and engagement among teaching staff. Principals struggle to inspire and guide teachers toward a common goal, thus impeding efforts to nurture a motivated and high-performing workforce (Bush, 2018). Consequently, the absence of effective strategic and transformational leadership skills among principals hampers the optimization of human capital within schools. (Zvavahera, 2018). Moreover, there is a growing concern that the role of school principals designed for the industrial age has not changed enough to deal with the complex challenges Zimbabwean schools face in the 21st century.

Principals in public secondary schools in Zimbabwe grapple with substantial challenges in developing and managing human capital. The challenges primarily revolve around the recruitment of teachers, as the government oversees the recruitment and placement of teachers via the Ministry of Education without the involvement of the principals. The principal’s role is to receive, place, orient, and supervise these teachers. Consequently, most secondary schools end up becoming havens for less effective educators. When the recruitment system fails to bring in competent teachers, principals must manage and work with less effective educators by investing extra time and effort in supporting and guiding these teachers to meet the required standard performance of the school (Garcia & Martinez, 2021). These educators pose challenges for principals, particularly creating disciplinary challenges that principals must address, detracting their focus from other aspects of school management.

Currently, principals in Zimbabwe lead and manage schools in an environment of political and economic instability, affecting their performance. Political instability presents a dynamic and often unpredictable environment for educational leaders. The volatility primarily disrupts the continuity of educational initiatives, making it challenging to implement long-term strategies and maintain consistent standards (Chakuchichi & Mafumbate, 2019). Economic instability compounds these challenges as budgetary constraints and resource shortages directly impact the school’s overall functioning. Principals are tasked with managing these constraints while attempting to uphold educational quality, often making difficult decisions regarding resource allocation that can impact both teachers’ capabilities and students’ learning experiences (Mpofu, 2017). In addition, the economic meltdown and political violence, poor infrastructure for effective teaching and learning, and poor salaries for teachers and heads have resulted in low morale among the teaching fraternity and diminishing resources in most schools. Lack of commitment to duties, insubordination, and rampant absenteeism among the staff are pointers to a team that is not motivated. School principals who lead schools within a disadvantaged context have to deal with various obstacles which can affect effective leadership execution (Mudzingwa, 2018).

We were interested in rethinking the role of the principal, as leadership competencies are fundamental to the success of any school as they support the achievement of a school’s vision. Management competencies are the key to the effectiveness of operations and processes. The numerous challenges facing Zimbabwean school principals in managing human capital affect their ability to lead and manage teachers effectively. These challenges hinder the advancement of a comprehensive educational system capable of meeting the demands of the modern era. Pashiardis and Johansson (2021) assert that during periods of uncertainty, such as when most public secondary schools operate in Zimbabwe, the leader’s role is critical and essential to inspire teachers to commit to their work. The complex landscape schools operate in warrants leaders to continuously adapt their schools to meet the changing demands of the changing world. The changing educational landscape necessitates reevaluating the principal’s role, acknowledging their influence in creating supportive learning environments, fostering a culture of continuous improvement, and leveraging human capital to address the diverse needs of students and educators.

Rethinking the role of the principal in strategic human capital management is essential for addressing current challenges, adapting to changing educational landscapes, and ensuring the delivery of quality education in Zimbabwean public secondary schools. The study contributes to the literature and theoretical constructs related to strategic management and leadership. The overarching research question was: What change strategies can be adopted to redefine the role of the principal in the strategic management of human capital in public secondary schools?

Given this background, the paper commences with a brief overview of the literature on the leadership and strategic management of human capital in education. Then, we discuss the five tasks of strategic management and human capital theory as the theoretical framework for this study. After that, we clarify the methodology used in the study and then present the findings and discussion of the study’s results. The study concludes with implications of the study and recommendations for further research.

Literature Review

Strategically managing human capital in education stands as a cornerstone for enhancing the overall quality of educational outcomes as it encompasses a comprehensive restructuring of the entire human resource framework. Strategic human capital management is critical in fostering school improvement and achieving better student outcomes. Central to this endeavor is the pivotal role of the school principal. Historically, the role of the principal primarily focused on administrative tasks, emphasizing operational efficiency and bureaucratic management (Leithwood et al., 2020). However, as educational systems and practices evolve, there has been a paradigm shift in conceptualizing the role of principals from mere administrators to instructional leaders and human capital managers (Odden, 2011). The literature review provides an exploration and synthesis of existing scholarly works that delve into the strategic management of human capital in schools, emphasizing the multiple responsibilities and functions undertaken by school principal.

Strategically managing human capital involves restructuring recruitment, placement, induction, professional development, performance management, evaluation, compensation, and career progression, all aimed at amplifying the effectiveness of teachers and principals (Odden, 2011). Human capital is the collective skills, knowledge, experiences, and competencies of individuals within an organization that significantly affect the quality of education imparted within public secondary schools (Becker, 1993). Principals play a pivotal role in the leadership and management of human capital in schools and can optimize teaching quality, foster professional growth, and ultimately enhance student outcomes. To effectively lead schools toward achieving educational goals, school principals must have a wide range of skills that lead to changing expectations of what leaders must know to do. The principal’s strategic foresight and decision-making abilities in these areas significantly impact the school’s teaching and learning experiences.

Principals are responsible for implementing policies that improve academic performance in schools. Principals must possess management and leadership skills to manage organizations and lead to better performance. Pendleton et al. (2021) assert that principals as leaders must possess management and leadership skills to manage schools and lead to better performance. The latter implies that the principal needs to have a combination of human capital management and instructional leadership skills to coordinate and manage learning in the school. Odden (2011) emphasizes the amalgamation of human capital management and instructional leadership skills within the principal’s role. The integration encompasses strategies such as motivation, delegation, empowerment, effective organization, communication, and inspiration of human capital. According to Zahra (2021), the resource-based view assumes that the role of leadership in the organization is to develop, motivate and retain human resources that can increase organizational performance. However, principals might have limited autonomy in some educational systems due to centralized decision-making structures. These restrictions can hinder their ability to innovate and implement tailored strategies for human capital management.

Principals play a pivotal role in recruiting and retaining talented teachers in schools. The process requires principals to devise comprehensive plans for recruitment, induction, professional development, performance assessment, compensation, and career advancement. Human capital theory and the resource-based view assume that performance is achieved through human capital, which competitors cannot duplicate or replace. Thus, recruitment is one of the most critical processes in the strategic management of human capital, as it ensures that schools hire the best and most talented educators with capabilities that are essential sources of competitive advantage or better performance (Odden, 2011). Principals influence school recruitment and selection processes and must align the recruitment to an evaluation system linked to a strategic vision of instruction to get competent teachers. However, the socioeconomic context prevalent in some countries like Zimbabwe, including poverty, political instability, and societal challenges, can significantly impact qualified teachers’ recruitment, motivation, and retention.

Principals are responsible for strategic planning and implementing strategies around human capital. The management process in schools revolves around the essential functions of planning, organizing, teaching, leading, and controlling traffic flow (Darling-Hammond et al., 2022). The Thompson and Strickland (2003) strategic management model guides principals in managing human capital in schools. According to the model, the principal determines the school’s strategic direction, formulates a vision, shares it with all key stakeholders, and then translates it into action. Leadership involves embodying, articulating and communicating the vision in a strategic plan. Wallace (2021) posits that planning depends on leadership’s capacity to translate the vision into school goals and objectives. In schools, communication is crucial for teachers and heads of departments to understand their responsibilities and effectively coordinate their activities. A well-communicated plan can hold teachers accountable for their actions and encourage teamwork.

Principals serve as instructional leaders within educational institutions, assuming a central role in guiding and supporting teachers to enhance their instructional practices. The role involves providing educators guidance, mentorship, and professional development opportunities to improve their pedagogical skills and methodologies. As instructional leaders, principals are tasked with fostering a culture of continuous improvement in teaching practices, broadly affecting teachers’ professional development, student learning, engagement, and academic performance (Maponya, 2020). Principals facilitate ongoing learning opportunities for teachers, enabling them to explore innovative teaching methods, incorporate best practices, and adapt to changing educational standards. By staying abreast of the latest research and advancements in education, principals can provide valuable insights and resources to educators, aiding them in refining their instructional approaches. According to Darling-Hammond et al. (2022), for an effective principal to lead well, they must be a team builder. In that way, they can develop great teams by delegating responsibility for teachers to perform their duties to the best of their abilities. Through effective instructional leadership, principals create a conducive environment where teachers feel empowered and motivated to excel.

As instructional leaders, principals act as catalysts for fostering a positive school climate that values continuous learning and innovation in instructional strategies. Principals’ leadership in nurturing a positive school climate impacts staff morale and retention rates (Mudzingwa, 2018). Cultivating a conducive school culture contributes to teacher commitment, job satisfaction, and student engagement, significantly impacting the school climate. Moreso, by encouraging collaboration among educators, principals foster a culture of sharing best practices that promote professional growth, thus ensuring a conducive atmosphere for effective teaching and learning. Fostering a culture of continuous improvement and proactive involvement in instructional leadership impacts the overall educational experience within schools (Pashiardis et al., 2018). In essence, principals shape the school culture and the working environment. Thus, leadership can improve school academic performance by adapting the culture and reconfiguring the vision and mission statements.

As school leaders, principals are responsible for human capital development and management. Otundo Richard (2019, p. 4) contends that “human capital development is the stock of competencies, knowledge, social and personality attributes, including creativity, embodied in the ability of labor to produce economic value.” Principals play a vital role in overseeing school professional development and induction programs. Their responsibilities encompass creating a conducive environment for the ongoing growth of teachers, staff, and new educators entering the system. In addition, human capital theory recognizes that human capital development in the form of training and mentorship is the most critical investment component to achieve better performance (Becker, 1993). Principals collaborate and design comprehensive professional development plans aligned with the school’s goals and individual teacher needs (Odden, 2011). Principals also oversee the induction process for new teachers, ensuring they receive adequate support, resources, and mentorship.to succeed. Thus, the principal plays a pivotal role in human capital development as it is critical in improving the performance of teachers.

Principals are responsible for assessing and evaluating teacher performance. Odden (2011) stresses the importance of fair and constructive evaluations that aid in identifying areas for improvement and recognizing exemplary teaching practices. By establishing a system that encourages accountability and growth, principals contribute to improving teaching effectiveness and student outcomes (Zvavahera, 2018). As they conduct assessments, provide feedback, and guide professional growth plans for teachers, they need to establish clear and transparent evaluation criteria that align with teaching standards, school goals, and expectations. Principals should conduct regular classroom observations to assess teaching methods, student interactions, lesson planning, and classroom management (Zvavahera, 2018). Providing timely and specific feedback based on these observations is crucial for improvement and professional development.

Effective principals possess diverse leadership and management competencies (Northouse, 2016). Their adeptness in leadership, fostering trust, facilitating collaboration among staff, and efficiently managing human resources is crucial in optimizing the potential of the school’s workforce. Darling-Hammond et al. (2022) posit that different leadership styles must be applied in the organization or school. Leadership and management styles in education affect human capital management and school performance. Transformational leadership can help teachers develop a collaborative and professional school culture that can foster teacher development. Transformational leaders inspire others to achieve beyond expectations by fostering a shared vision and a sense of collective purpose (Northouse, 2016). Almager et al. (2021) assume that transformational leadership allows teachers to improve their creativity. Principals can “facilitate teacher growth by capitalizing on their knowledge and skills when transformational and instructional leadership coexist” (Almager et al., 2021, p. 6). Strategic and transformational leadership must also form an enabling environment for talent management and educator empowerment.

In conclusion, leadership is central to human capital management, and leadership competencies are critical in school strategy execution. Principals serve as human capital managers, guiding recruitment, professional development, performance management, and fostering a positive work environment. Principals must possess transformational and instructional skills as school leaders and facilitate organizational change. Leaders must create learning systems that motivate teachers to excel and promote a positive school culture, highlighting exceptional educational processes and outcomes. Principals are indispensable in harnessing and optimizing human resources within educational settings, fostering an environment conducive to exemplary teaching and learning experiences. These processes require all stakeholders’ participation, and changes must be planned and managed systematically. The principal’s evolving responsibilities encompass talent acquisition, professional development, resource allocation, and fostering a culture of continuous improvement among educators. Schools can achieve a competitive advantage if they use their human capital efficiently and effectively, hence the need to manage the school culture.

Theoretical Framework

The theoretical framework for analysis was premised on the five tasks of strategic management (Thompson & Strickland, 2003) and human capital theory (Becker, 1993). The theoretical frameworks act as a lens for understanding the role of the principal in the strategic management of human capital in public secondary schools. The strategic management of human capital has become a priority as it plays a vital role in improving school outcomes by influencing the motivations and capacities of teachers. The strategic management of human capital occurs when the school systems recruit, develop and retain the best talent. In this study, human capital theory provides an analytical framework for understanding that human capital is integral to school performance. The theory also assumes schooling, developing skills, and competencies are the most critical human capital investment components. Based on human capital theory, schools need capable teachers and principals. The process requires appropriate resources and leadership attention. In addition, a support system is necessary to ensure human capital’s strategic acquisition and development (Becker & Huselid, 2006)

Thompson and Strickland (2003) provide an analytical framework for understanding the role of the principal in the strategic management of human capital in education. The model assumes that the strategic management process involves five stages labeled tasks. Figure 1 below illustrates Thompson and Strickland’s five tasks of strategic management.

Figure 1.

Strategic management model (adapted from Thompson& Strickland, 2003).

According to the model, Thompson and Strickland (2003) define the five tasks of strategic management as follows:

Developing a strategic vision.

Setting the objectives as standards for measuring performance and evolution.

Crafting a strategy to achieve the desired outcomes

Implementing and executing the chosen strategy efficiently and effectively.

Monitoring developments and initiating corrective adjustments in the organization’s long-term direction:

Strategic management in education is linked to the notion that all planning and change processes must be based on a clear vision (Thompson & Strickland, 2003). The development and sharing of the vision are dependent on school leadership. Odden (2011) also asserts that the principal can create value from human capital by giving direction through a strategic vision. Based on these theoretical perspectives, the strategic management of human capital is dependent on the effectiveness of leadership in developing a vision and crafting and implementing strategies for attracting, developing, motivating, managing, rewarding, and retaining human capital in schools. Principals must develop a vision of instruction, set measurable objectives and develop strategic and operational plans to achieve the school’s vision. The strategic plan must show how the vision will be achieved and have an implementation or operational plan (Sokpuwu, 2020). In schools, the principal needs to give adequate attention to strategic planning to ensure sufficient resources, equipment and facilities are provided to enable the departments to implement strategies effectively (Wallace, 2021). Thus, strategic planning develops a road map that guides the school (Sokpuwu, 2020).

To successfully implement the strategic plan, schools require proper management and resources, creating teams, and consistently monitoring all progress (Sokpuwu, 2020). According to Thompson and Strickland (2003), there must be clear roles and responsibilities with the best human capital executing the strategies. During strategy execution in the schools, the principal and the leadership team must identify issues that require strategic focus and develop an appropriate response for managing the issues. At all stages of strategy execution, the implementation must be monitored. Then, with time, there comes a need to make corrective adjustments in the vision, goals, and strategy execution (Thompson & Strickland, 2003).

Strategic management is oriented toward two main processes: to help the school adapt to changes and to develop strategies to achieve better performance for learners (Odden, 2011). The job of the principal in strategic management is to ensure the effective use of human capital in a changing and turbulent environment. The notion is that education is offered in changing economic, political and social phenomena and thus must adapt and become relevant. The implementation of strategies must be adjusted to the changing environmental forces to become relevant to the evolving society. The strategic management model can guide school leadership in managing human capital in schools.

The strategic management model assumes the school must create a supportive environment for effective human capital management (Williams & Johnson, 2013). For academic success to be realised, principals must interpret and implement the strategic management of human capital. Thus, the task entails making the correct human capital available to perform the required job at the right time. The strategic management model suggests that managers must systematically consider the connections between school strategy and human capital. In doing so, schools can better address the turbulent and strategic management environment in which they operate (Thompson & Strickland, 2003). One can conclude that the strategic management model must guide all school human capital management processes.

Research Methodology

We employed a qualitative approach that followed the interpretivist paradigm. The aim of the study, the nature of the research problem and the philosophical assumptions characterizing the researchers’ beliefs informed the choice of this research approach and the nature of the data required to address the above research objectives. Interpretivism is the best way to study society and understand the perceptions and experiences of people concerning certain social phenomena (Merriam & Tisdell, 2016). Interpretivism assumes that reality is created through socially constructed connotations and understanding (Cohen et al., 2011). Furthermore, research in interpretivism subscribes to the idea that human proceedings are distinctive and cannot be generalized as social situations are complex but unique (Merriam & Tisdell, 2016).

This qualitative study was conducted through a case study design. We followed a single case study at four public secondary schools in Zimbabwe. In this study, the choice of the case study was informed by the aim of the study. Yin (2014) describes a case study as an examination of specific phenomena such as a program, an event, a person, an institution or a social group. Purposeful sampling was utilized to select the case and the participants to be interviewed within the case. The selection of the research sites is in line with Denzin and Lincoln (2005, p. 370), who assert that “qualitative researchers employ purposeful sampling to seek out groups, settings, and individuals where processes being studied are most likely to occur.” We utilized document analysis, semi-structured interviews, and focus groups to generate qualitative research data (Cohen et al., 2011). Twelve participants were selected from each school for the semi-structured interviews. These comprised the principals and deputy, three heads of department (HOD), four seniors, and three junior teachers. Six to ten participants at each school were also involved in the focus group discussions. All interviews were audiotaped to preserve all the information.

The data gathered was subjected to thematic analysis. Thematic analysis commenced with the transcription of interviews and coding of data. The codes used the literature review, theoretical strands and research questions as an analytical framework. The codes were then classified, patterns were established, and themes were developed. The themes and subthemes were presented using thick descriptions to denote the findings and draw conclusions from the study (Merriam & Tisdell, 2016; Patton, 2015). We employed several techniques such as triangulation, member checking, and presenting data in thick descriptions to ensure the trustworthiness of the study findings.

The study was carried out following the Ethics Committee guidelines. The principle of voluntary participation was upheld, and participants were treated with respect and dignity. No coercion was used to force respondents to take part in the study. All the information on the study’s procedures, aims, stakeholders, and risks associated with participation was disclosed in the informed consent letter given to participants. The principle of confidentiality was upheld in the presentation of data as the schools are identified by letters A to D, and the participants are identified by the letter of the school for the principals and the HODs and teachers by their rank and the letter for the school and a number to differentiate them.

Findings

The dominant theme emanating from the findings is that there is a need to rethink the role of the principal. We articulate the theme under two subthemes: rethinking the principal’s instructional leadership role and capacitating the principals as human capital managers.

Rethinking the Principal’s Instructional Leadership Role

All participants raised the need to rethink the role of principals in schools to capacitate them with better instructional leadership skills to effectively manage instruction and improve academic performance. The principals complained that they are overburdened with responsibilities which affect their leadership duties. Principal A raised the following:

I am involved in all processes in the school, from administration, finances, and management to communicating with parents and other stakeholders. I have very little time to monitor and supervise teachers in the school due to much administrative work. The Ministry of Education needs to rethink our role as principals to ensure we have the time, knowledge, and energy to monitor, develop, and manage teachers. It also needs to appoint school administration managers to reduce the administrative work burden on our shoulders.

Furthermore, HODs suggested that principals need to prioritize management duties and delegate administrative responsibilities to administrators, as HOD A1 said:

There is a need to change the outdated conception of the function of the principal. The role entailed everything from enrolling students into the school to interpreting and conveying the department vision, handling school funds, and supplying classroom keys. The new position would ensure they have time and energy for activities that will improve academic performance.

The findings are consistent with Omebe (2014), who suggests a need to redefine and rethink the role of school principals in public schools in Africa if they are to help learners achieve better academic results. Moreover, the human capital theory assumes that effective principals should manage schools in ways that allow them to facilitate the accumulation of the instructional expertise needed to make them and the school effective and successful in dramatically boosting student learning (Odden, 2011)

Principals also felt the need to rethink human capital development, and Principal C suggested that:

There is also a need to improve our management and leadership capacity through training to manage instructional activities and relationships in schools. The department must provide instructional coaches who move from school to school to assist with instructional and human capital management and leadership. In addition, the Ministry of Education needs to develop a handbook for educational leadership and management. The manual needs to be relevant to our settings to assist us through the muddy waters of school leadership and management.

According to Northouse (2016), leadership competencies are fundamental to the success of any organization as they support the achievement of an organization’s vision as Principal C also indicated:

It is pertinent for the department to give us adequate resources, equipment, facilities, and funds to plan effectively and strategically. It is also essential to make training compulsory to remain in a leadership position. We need training in crucial policy instruments to function in our leadership and managerial roles.

Principal D stated:

The Ministry should also support us regarding appropriate training or professional development programmes for heads to advance in their careers. Additionally, we require periodic workshops and short courses to keep up with the latest developments in human resource management.

Thompson and Strickland’s (2003) five strategic management tasks assume that all planning starts with a vision, and then the vision is put into practice. The development and sharing of the vision are dependent on leadership. All principals pointed out that strategic planning is vital for guiding the school to achieve its vision. The principals also underscored the need for more training on developing strategic plans to improve the management of schools. On the same note, teacher respondents also raised that the vision and mission statements should not just be posters or inscriptions on the walls and serve their primary purpose. HOD C1 pointed out that:

The principals must ensure that the school vision should serve an instructional purpose. All the activities in the school need to be guided by the school vision so that everyone can achieve the same goal: improving academic performance. The leader’s role is to act as an integrator to coordinate, guide and direct members’ efforts towards achieving goals and objectives.

Participants reiterated the need for consistent training through professional development to keep them well-informed about the latest trends in instructional leadership and human capital management. All principals proposed that professional development programs be grounded in curriculum programs, pedagogical skills, and exploring new technologies relevant to the 4IR.

The government must facilitate continuous learning by designing a professional development programme for all schools. When teachers transfer into the school, the process will save time and energy, as HODs do not need to train and develop these new teachers. The school needs to make the induction programmes more relevant to current trends in education so that teachers can become effective in their classrooms to produce better results for learners. We also need to find ways to conduct induction and mentoring programmes in schools without looking for funds for these programmes (FGC)

Furthermore, the teachers raised that the principals need to develop creative professional development programs. They further suggested that the schools collaborate with other schools to coordinate cluster subject meetings to develop teachers. Respondent A1 indicated that:

Principals need to coordinate subject meetings with other rural schools. By creating a collaborative environment, principals can foster professional growth among teachers in rural schools. Such initiatives can lead to more robust teaching practices, improved student outcomes, and a more supportive educational community despite challenging socioeconomic conditions.

Human capital development strategies need to evolve to cater to these changing needs. It includes revamping education systems to focus on holistic skill development, promoting continuous learning cultures in workplaces, and providing accessible, relevant, and adaptable training programs. Training is the act of increasing the knowledge and skill of an employee for doing a particular job. Human capital development strategies in education and workplaces need to align with these changing dynamics to ensure individuals remain relevant and equipped with the skills needed to thrive in the Fourth Industrial Revolution (Balog & Demidova, 2021). That also implies that people must adapt to develop critical thinking and social connections to stay relevant in a world where computers perform many tasks humans used to do.

While the study points to significant challenges in implementing performance management in schools, participants felt the need to develop an efficient system of performance that is relevant to education. Participants also reiterated the need for training programs that support the implementation of performance management. With adequate training on the performance management system, participants felt they could set clear goals and objectives to improve school strategic management (Demozie & Genie, 2019). Principals raised the need to improve the current appraisal system. Performance appraisal is an essential vehicle for promoting educational quality, which is believed to have the capacity to enable educators’ professional development and stimulate better instructional strategies (Zhang & Ng, 2016). Using this instrument on a continuous cycle could lead to better performance when teachers use it to measure their performance against set goals.

The study also points to rethinking the principal’s supervisory function to improve performance. A teacher respondent, C3, furthermore said that:

There is a need to train principals and HODs on supervision and management to monitor instruction effectively. Leadership also needs training on utilising the performance management system and the necessary resources to meet set goals and objectives.

Teachers suggested principals should be more involved in supervision as part of their instructional leadership role. Teachers suggested that principals conduct class visits and professional development to improve teachers’ performance.

The principal must assume many roles: building leader, education visionary, disciplinarian, community builder, budget analyst, facility manager and guardian of legal, contractual and policy mandates, but none is more important than instructional leader. The study found that there is a need to capacitate the instructional leadership function of the principal so that they have time and energy to focus on human capital management to improve school performance.

Capacitating Principals as Human Capital Managers

The subtheme points out that principals must be capacitated as human capital managers to improve school performance. Becker and Huselid (2006) recognized human capital as crucial to perfomance; thus, schools must acquire talented teachers. The study revealed that most participants felt principals should be involved in recruitment. Principals attested that if they were involved in recruitment, they would hire the best teachers and strategically assign those teachers where they were needed most in the schools. In addition, all principals proposed the need for the Ministry of Education to remove the bureaucratic red tape when recruiting teachers. The current system increased inefficiency and led to poor results.

Principal A said:

The Ministry needs to change its policy on recruitment as vacant posts take too long to be filled, depriving pupils of learning time. The government must also change policy to allow principals to be involved in recruiting teachers. Recruitment must be formal. Prospective candidates need to be interviewed and screened to recruit the best teachers.

In the same vein, Principal C raised that:

The Ministry of Education should involve principals in recruiting and selecting teachers with the district office. Engaging principals in the recruitment process would ensure schools chose the right candidate with the perfect subject combination and qualifications.

The principals raised the need for autonomy to discipline, suspend and dismiss teachers because all power currently rests with the district and Ministry, thus rendering them powerless. Furthermore, principal respondents also felt they needed to exercise more autonomy in their school leadership roles. They claimed that if given more power, they would have the capacity to improve performance at the schools, reduce indiscipline among teachers and change the negative culture. The notion is that the wheels of justice move very slowly in the public sector, which means that acts of misconduct take too long to be resolved, encouraging a negative culture in schools and destroying all work done to develop a positive culture (Zvavahera, 2015).

Participants also felt a need to build a culture of change to improve human capital management in schools. Most respondents felt a need to overturn barriers between the administration and the rest of the staff by equipping principals with the expertise to manage change in the schools. Teachers raised that the principals, as school managers, need to drive change and ensure the commitment of all staff members. HOD C2 suggested that:

If properly managed, culture change can increase morale, motivation, and commitment, creating conditions where teachers work as teams within the schools. The principals must consult teachers to ensure they are all involved in the change process. Consultations could help reduce resistance to change and improve perfomance if all affected staff members can participate fully.

Teacher respondents proposed the need for the principals to facilitate change in the schools as education is taking place during changing times. In addition, the participant echoed that “our work environment has changed, and the principal must facilitate the necessary conditions for change.” He further noted that “an essential ingredient is that there must be trust between the school head and his teachers for change to be accepted.” (FGA). Another teacher participant, D4, said:

As the central figure in instructional innovation, principals need to be trained on change management, specifically how it is implemented and communicated to teachers. Consequently, this will ensure that the principal effectively manages change in the school to ensure success.

The success of any human capital management system depends on a positive culture with solid and compelling values, standards, and convictions that can influence motivation and job satisfaction (Mullins, 2016). Respondents at some schools felt the need to adopt a positive and strong culture of excellence that could transform the school to improve instructional practices. Even though a positive culture exists in some schools, most participants articulated that schools need to build a culture of excellence. The respondents who worked at schools with a negative culture felt it needed a revamp to improve morale and performance. One teacher participant B4 pointed out that:

During these difficult times, the principal must interact with teachers to solicit their opinions so that the school can solve problems. By building positive relationships with and among teachers, schools can promote an environment where teaching and learning can occur.

These findings are consistent with Odden (2011) who assumes that leadership influences the school’s culture, thus significantly impacting the management and retention of teachers.

Another teacher participant, C3, also stated that:

The principal and HODs must strive to facilitate collective commitment among teachers to motivate them to work. The principal must also focus on the needs and challenges of teachers by creating an atmosphere that recognises individual differences as a pillar upon which teamwork can be developed.

Most respondents also attested that the principals must relinquish power and authority to empower teachers to be accountable for their work and improve performance by providing a supportive environment. Respondents felt that principals must be trained in empowerment as this leads to teacher motivation. According to human capital theory (HCT), professional development, strategic and transformational leadership, management, empowerment, and commitment can help lead to better perfomance in an organization (Becker & Huselid, 2006)

In conclusion, Thompson and Strickland (2003) assume that strategic management involves developing and executing strategies to achieve better organizational performance. School principals must ensure that culture change, professional development, and performance management are managed strategically. Following human capital theory, the principal objective of human capital management in education is to enhance academic achievement through enhancing instructional strategy and teachers’ efficiency in discharging their duties. Finding methods, policies, and tactics that can deliver and keep up the best teaching, leadership, and talent management in schools can help increase the value of human capital (Odden & Kelly, 2008). However, transformation can only be achieved by completely overhauling the human resource system. There is a need to change human capital policies, such as recruitment, assignment, remuneration and assessments, to improve human capital management in education. The new policy must define the principal’s role and responsibilities in public schools’ human capital management.

Limitations and Recommendations for Future Research

The study acknowledges the persistent challenge of resource limitations within the public secondary school system. These constraints, including budgetary limitations and infrastructural deficiencies, may impact principals’ implementation of innovative human capital management strategies. Limitations within existing policy frameworks and bureaucratic structures impede principals’ autonomy and flexibility in enacting strategic human capital management practices. Policy constraints pose barriers to implementing progressive changes effectively. The study recognizes the complexity of measuring the direct impact of principal-led strategies on human capital. The lack of standardized metrics and evaluation tools hinders a comprehensive assessment of the effectiveness of implemented initiatives.

Future research endeavors include longitudinal studies to track the sustained impact of principal strategies over time, offering insights into the long-term efficacy and sustainability of implemented initiatives. Further research is needed to delve into policy advocacy and implementation studies to reform existing frameworks to empower principals in strategic human capital management. In addition, further studies are required to explore innovative resource optimization strategies within the constraints of the public school system, which would provide practical insights into overcoming resource challenges.

Conclusion

The findings discussed above are consistent with the strategic management model (Thompson & Strickland, 2003), which suggests that the job of the human capital manager is to make the best use of human capital in a changing environment. Thus, it is necessary to rethink all management processes to be relevant to the changing strategic management environment. In addition, principals need training to manage these changes as the traditional roles of a school principal are not intended to deal with the complex challenges schools face in this era. Principals should be given training opportunities to strategically manage human capital in schools so that the school’s academic goals are systematically aligned with district and national goals. Human capital theory assumes that schooling, developing skills, and competencies are the most critical human capital investment components (Becker, 1993). Therefore, the department of education needs to consider formalizing the following strategies to develop principals’ ability to manage human capital:

Implementing reforms in hiring processes, professional development, performance monitoring and assessment, remuneration and instructional leadership in schools.

Creating unique pedagogical practice components suitable for each curricular section should be the focus of induction and professional development programs.

The performance appraisal system must be restructured and conducted more frequently than is currently the case in public secondary schools. A performance system must include defined performance targets, an assessment system and a clear connection between performance outcomes and rewards. Performance barriers should be removed. The performance reviews should be regular and recognized as necessary. Management should take the reviews seriously to inform staff what is expected of them and provide feedback on performance at all schools.

Supervision of teachers must be planned and consistent to give a more accurate picture of teaching practices. In that way, timely and meaningful feedback can be given to teachers. In addition, impartial observers must take part in teacher evaluations. Teacher evaluations must also incorporate input from students.

Strategic and transformational leadership development will enable principals to make decisions, adapt teaching programs and encourage collaboration between educators to achieve the vision of instruction. To improve motivation, leadership needs to develop plans to motivate teachers. Schools should consider introducing non-financial rewards for teachers.

Schools alone cannot achieve the desired human capital goals without significant policy changes in the education system. The study recommends an overhaul of the human capital management policy in Zimbabwe. The policy change represents a systemic change that can significantly change the education system and the role of the principal. The policy change will lay the foundation for developing a transparent national human capital management model in schools that will help principals in public schools deliver on their mandates and lead to better academic performance.

Footnotes

Declaration of Conflicting Interests

The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Funding

The author(s) received no financial support for the research, authorship, and/or publication of this article.

Ethical Approval

The study was carried out following the University of Johannesburg Ethics Committee guidelines. The principle of voluntary participation was upheld, and participants were treated with respect and dignity. No coercion was used to force respondents to take part in the study. All the information on the study’s procedures, aims, stakeholders, and risks associated with participation was disclosed in the informed consent letter given to participants.

ORCID iD

Fortunate Mugwaze

Data Availability Statement

The data that support the findings of this study are available on request from the authors. The data are not publicly available due to ethical restrictions that could compromise the privacy of research participants.

References

Almager

I. L.

Cumby

Almekdash

M. H.

(2021). Developing human capital through instructional leadership: Learning to coach during principal preparation. Open Journal of Leadership, 10, 169–192. https://doi.org/10.4236/ojl.2021.102012

Balog

Demidova

(2021). Human capital development in the context of the Fourth Industrial Revolution. IOP Conference Series: Earth and Environmental Science, 666, 062120.

Becker

Huselid

(2006). Strategic human resources management: Where do we go from here? Journal of Management, 32, 128–135.

Becker

(1993). Human capital: A theoretical and empirical analysis with special reference to education. University of Chicago Press.

Bush

(2018). Transformational leadership: Exploring common conceptions. Educational Management Administration & Leadership, 46(6), 883–887. https://doi.org/10.1177/1741143218795731

Chakuchichi

D. D.

Mafumbate

(2019). The impact of political instability on educational planning in Zimbabwe: A case study of rural secondary schools in Bikita district. Journal of Educational Planning and Administration, 23(2), 75–88.

Cohen

Manion

Morrison

(2011). Research methods in education. Routledge.

Darling-Hammond

Wechsler

M. E.

Levin

Leung-Gagné

Tozer

(2022). Developing effective principals: What kind of learning matters?Learning Policy Institute.

Demozie

Genie

(2019). The effect of professional qualification and work experience on primary school principals’ instructional leadership performance in the Awi One of Ethiopia. Education 3-13, 51(7), 1162–1172.

10.

Denzin

N. K.

Lincoln

Y. S.

(Eds.). (2005). The Sage handbook of qualitative research (3rd ed.). Sage.

11.

Dongo

(2022). Investigating school principals’ practices in managing instructional time in township and former model C schools, Gauteng province. UNISA.

12.

Garcia

Martinez

(2021). Supporting ineffective teachers: Challenges for principals. Educational Policy Analysis, 40(1), 56–71.

13.

Garira

(2019). An analysis of quality of education and its evaluation: A case of Zimbabwean primary schools South African. Journal of Education, 39, 44.

14.

Kerrissey

J. K.

Edmonson

A. C.

(2020). The role of school leadership in challenging times. Australian Institute for Teaching and School Leadership Limited.

15.

Khoza

(2021). Education as a cornerstone for nation building. Institute of Directors.

16.

Leithwood

Harris

Hopkins

(2020). Seven strong claims about successful school leadership revisited. School Leadership and Management, 40(1), 5–22.

17.

Maponya

T. J.

(2020). The instructional leadership role of the school principal on learner academic achievement. Academic Journal Research, 8(2), 183–193.

18.

Merriam

Tisdell

E. J.

(2016). Qualitative research: A guide to design and implementation. Jossey-Bass.

19.

Mpofu

(2017). Educational planning and budgeting in Zimbabwe. International Journal of Educational Administration and Policy Studies, 9(3), 41–47.

20.

Mudzingwa

(2018). Perceptions of stakeholders on management development programmes for beginning secondary school heads in Zimbabwe. UNISA.

21.

Mullins

(2016). Management and organisational behaviour. Pearson.

22.

NASH. (2020). Annual general conference proceedings. Zimbabwe.

23.

Northouse

(2016). Leadership: Theory and practice. Sage.

24.

Odden

(2011). Strategic management of human capital in education: Improving instructional practice and student learning in schools. Routledge.

25.

Odden

Kelly

(2008). Strategic management of human capital in education. Routledge.

26.

Omebe

(2014). Human resources management in education: Issues and challenges. British Journal of Education, 7, 26–31.

27.

Otundo Richard

(2019). Effects of human capital development on headteacher performance in public primary schools in Kenya. Academia.edu.

28.

Pashiardis

Brauckmann

Kafa

(2018). Leading low performing schools in Cyprus: Finding pathways through internal and external challenges. Leading and Managing, 24(2), 14–27.

29.

Pashiardis

Johansson

(2021). Successful and effective schools: Bridging the gap. Educational Management Administration & Leadership, 49(5), 690–707. https://doi.org/10.1177/1741143220932585

30.

Patton

(2015). Qualitative research and evaluation methods. Sage.

31.

Pendleton

Furnham

A.F.

Cowell

(2021). Leadership’s impact on the performance of organisations. In: Pendleton

Furnham

A. F.

Cowell

(Eds.), Leadership: No more heroes (pp. 33–51). Palgrave Macmillan.

32.

Sokpuwu

(2020). Strategic planning: A remedy for the successful management of the Nigerian Secondary School System. International Journal of Secondary Education, 8(2), 53–68.

33.

Thompson

Strickland

(2003). A strategic management: Concepts and cases. Richard D. Irwin Inc.

34.

Wallace. (2021). How principals affect students and schools: A systematic synthesis of two decades of research. Wallace Foundation.

35.

Williams

Johnson

(2013). Strategic leadership in schools. Journal of Education, 133(3), 350–355.

36.

Yin

R. K.

(2014). Case study research design and methods (5th ed.). Sage.

37.

Zahra

S. A.

(2021). The resource-based view, resourcefulness, and resource management in startup firms: A proposed research agenda. Journal of Management, 47(7), 1841–1860.

38.

Zhang

X.-f.

H.-m.

(2016). An effective model of teacher appraisal. Educational Management Administration & Leadership, 2, 196–218.

39.

Zvavahera

(2015). Human capital management in Zimbabwean rural schools: A socioeconomic analysis. Journal of Management and Marketing Research, 18, 167–176.

40.

Zvavahera

(2018). Management of human capital to curb the flight of skills in Zimbabwean rural schools: A case study of Mazowe district. NUST.