Beyond Managerial Assumptions: Human Resource Management and Educational Quality in Islamic Early Childhood Education
DOI:
https://doi.org/10.31538/munaddhomah.v7i4.3036Keywords:
Human Resource Management, Educational Quality, Islamic Early Childhood Education, Raudhatul AthfalAbstract
Improving educational quality remains a major concern in Islamic early childhood education, where effective management of educators and staff is often seen as critical. This study examines the effect of human resource management (HRM) on improving educational quality in Raudhatul Athfal (RA) institutions in Southeast Sulawesi, Indonesia. A quantitative survey design was employed, involving 21educators and staff selected through purposive sampling. Data were collected using a structured questionnaire measuring HRM practices and educational quality, and analyzed using assumption testing and simple linear regression. Normality tests indicated that the data were not normally distributed, while the linearity test confirmed a linear relationship between the variables. However, the regression analysis revealed that HRM does not have a statistically significant direct effect on educational quality, as indicated by both partial (t-test) and simultaneous (F-test) results. These findings suggest that improvements in educational quality in RA institutions may not be driven solely by formal HRM practices, but rather by other process-oriented and contextual factors inherent in Islamic early childhood education. The study contributes to educational management literature by highlighting the context-dependent nature of HRM effectiveness and by identifying the limitations of assuming direct managerial impacts on educational quality. Future research should explore the indirect mechanisms through which HRM may influence educational outcomes.
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