E-HRM Systems as Strategic Enablers of Teachers’ Performance: An Empirical Study in Higher Education

Abstract

This study examines the strategic role of Electronic Human Resource Management (E-HRM) systems in enhancing teachers’ performance within Higher Education Institutions (HEIs). Drawing on peer-reviewed literature published between 2022 to 2024, and adhering to the research and formatting standards prescribed by the Higher Education Commission and international academic guidelines, the study empirically investigates the relationships among E-HRM adoption, perceived ease of use, perceived usefulness, and teachers’ performance outcomes. E-HRM adoption is conceptualized through key functional dimensions, including e-recruitment, e-training and development, e-performance management, and e-compensation systems. Teachers’ performance is evaluated across multiple dimensions, namely teaching quality, research productivity, and administrative efficiency.
A quantitative research design was employed, utilizing a structured survey instrument administered to faculty members across major HEIs. Data were analyzed using appropriate statistical techniques to assess both direct and mediating effects. The findings reveal a significant positive relationship between the effective implementation of comprehensive E-HRM modules and enhanced teacher performance. This relationship is partially mediated by faculty members’ positive perceptions of system usability and functional value, indicating that technological acceptance plays a critical role in realizing performance benefits.
The study contributes robust empirical evidence to the literature on HR digitalization and organizational performance in academic settings. It offers practical, data-driven insights for university administrators and policymakers, highlighting the importance of strategically aligning HR technology infrastructure with institutional performance objectives. By emphasizing the integration of user-centered E-HRM systems, the study supports informed decision-making aimed at fostering a high-performance teaching and research environment in the digital era.