How Does Feeling Appreciated Enhance Educational Institutional Performance?

Job equalisation is considered a bureaucratic simplification to make it more agile and dynamic. It turns out that for some functional officials, this process has progressed beyond the normal process. The purpose of this study is to explore how human resources in educational organisations undergoing job equalisation still feel valued and appreciated.

In this study, a naturalistic qualitative paradigm was used, combined with a descriptive approach. This approach was chosen because of its perceived ability to understand social phenomena, particularly sequences of events, from an internal perspective. Face-to-face interviews and several direct WhatsApp messages were used to collect primary data from seven informants. As the study findings indicate, organisational policies have not prioritised the development of human resources or granted job equality. The budget for human resource self-development has not yet demonstrated the impact of job equalisation. After the job equalisation process is complete, they are still recognised for their efforts in their previous work rhythms and not yet in their new positions.