Teacher motivation is a critical determinant of effective school management, instructional quality, and the long-term sustainability of school organizations. In contemporary education, teachers are expected not only to deliver high-quality instruction but also to respond to curriculum reform, administrative requirements, technological change, and increasingly diverse student needs. In this context, human resource management (HRM) practices within schools are believed to play a significant role in shaping teacher motivation and sustaining professional commitment. This study was conducted to determine the level of HRM practices, identify the level of teacher motivation, and examine the relationship between these two variables in primary schools in the Bangsar Zone, Kuala Lumpur. A quantitative approach employing a correlational survey design was used in this study. The study involved 252 primary school teachers selected from a population of 650 teachers. Data were collected through a structured questionnaire and analyzed using descriptive and inferential statistics through the Statistical Package for the Social Sciences (SPSS). Reliability analysis indicated high internal consistency for the study constructs, with Cronbach’s Alpha values of .961 for HRM practices and .923 for teacher motivation, showing that the instrument was highly reliable for measuring the intended variables. The findings indicate that HRM practices in the studied schools are implemented at a high level, with a mean score of 4.26 and a standard deviation of 0.61, while teacher motivation is at a very high level, with a mean score of 4.51 and a standard deviation of 0.55. Pearson correlation analysis revealed a strong and statistically significant positive relationship between HRM practices and teacher motivation (r = .726, p < 0.01). The findings suggest that effective HRM practices serve as an important organizational factor in enhancing teacher motivation and supporting the overall effectiveness of school management. The study concludes that school leaders and policymakers should continue to strengthen HRM-related practices as part of a broader strategy to sustain teacher motivation, professional well-being, and educational quality.
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