Abstract: The study examines the recruitment, training, performance evaluation, and retention practices of private school teachers in Mysore District, focusing on how these HR functions influence teacher satisfaction and institutional effectiveness. Data were collected from 150 teachers and 30 administrators through structured surveys and analyzed using descriptive statistics and chi-square tests. The findings reveal that over 90% of schools prioritize educational qualifications, communication skills, subject expertise, and demo-class performance during teacher selection. Training programs were rated as moderately to highly effective by 70–80% of respondents, particularly in pedagogical and digital-learning areas, though most teachers reported inadequate follow-up evaluation. Performance appraisals continue to rely heavily on traditional observation based methods, with 65% of teachers indicating limited linkage to career advancement. Retention challenges persist due to factors such as salary dissatisfaction and limited professional growth, contributing to a notably high turnover rate reported by school administrators. The study highlights the need for structured, transparent, and development-oriented HR practices to strengthen teacher motivation, reduce attrition, and improve institutional performance. The research offers localized insights into enhancing teacher management systems in Mysore’s private schools.

Keywords: Private Schools, Teacher Selection Criteria, Recruitment Practices, Training and Development, Performance Evaluation, Retention Strategies, Mysore District.

Downloads: | DOI: 10.17148/IARJSET.2025.121046