Human Resource Training Programs for Teachers in Enhancing Administrative Efficiency in a Government University in Hunan, China

Abstract

This study examined human resource training programs for teachers designed to enhance administrative efficiency at a government university in Hunan, China. Using a descriptive-comparative-correlational design, data were collected from 340 purposively selected teachers using a validated researcher-developed questionnaire. Results showed that teachers generally perceived the training programs as effective, particularly in meeting professional needs, improving teaching practices, and benefiting from trainers’ expertise and technology-enhanced delivery. However, they suggested improvements in content organization, schedule flexibility, and post-training support. Administrative efficiency was also rated effective, especially in timely material approvals, open communication, and participatory decision-making. Significant differences were observed in teachers’ assessments based on sex, age, educational attainment, and years of service, with more experienced, male, and highly educated teachers viewing administrative operations more positively than younger, less experienced counterparts. The study recommends designing differentiated HR training programs that take into account teachers’ demographic and professional profiles. Training content should align with individual development plans, while modular and blended formats can address scheduling constraints. Continuous follow-up through coaching, peer collaboration, and feedback mechanisms is essential to sustain learning outcomes. Regular evaluation cycles and onboarding initiatives for new teachers are likewise encouraged to foster engagement, inclusivity, and sustained administrative efficiency.