International Journal of

ADVANCED AND APPLIED SCIENCES

EISSN: 2313-3724, Print ISSN: 2313-626X

Frequency: 12
line decor
  
line decor

 Volume 10, Issue 2 (February 2023), Pages: 113-127

----------------------------------------------

 Original Research Paper

 Faculty commitment and performance in Montfortian educational institutions: Basis for a faculty development program

 Author(s): 

 K. James Bellarmin Robert *

 Affiliation(s):

 Montfort Technical Institute, New Washington, Aklan, Philippines

  Full Text - PDF          XML

 * Corresponding Author. 

  Corresponding author's ORCID profile: https://orcid.org/0000-0002-8478-2454

 Digital Object Identifier: 

 https://doi.org/10.21833/ijaas.2023.02.015

 Abstract:

This descriptive-correlational study aims to determine the level of employee commitment and performance of the faculty members of Montfortian educational institutes in Southeast Asia having locale, employment status, educational attainment, and years of service as the selected variables for analysis. The randomly selected sample respondents for the study were the 81 teachers employed in two Montfortian Educational Institutions in Southeast Asia. The level of commitment was measured in three dimensions: Affective commitment, continuance commitment, and normative commitment. The level of performance was measured using four dimensions: Knowledge of the subject matter, knowledge of the nature of the learners, professionalism, and community engagement. Statistical analysis was made using the T-test and ANOVA. The findings of the study showed a “Very High” level of commitment of the faculty members both taken as a whole and when classified according to the selected variables. The exception is the level of continuance commitment among those who have served the school for more than 20 years. The level of performance was found to be “Very Good,” although it varied from “Very Good” to “Excellent” when analyzed by variables. A “Moderate Significant Relationship” between the levels of commitment and the levels of performance was established. The “locale” of the respondents significantly made a difference in the levels of commitment and in the relationship between the level of commitment and the level of performance. The result of the study shall be the basis for the formulation of a faculty development program to address the perceived gaps based on the findings of the research study.

 © 2022 The Authors. Published by IASE.

 This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).

 Keywords: Faculty commitment, Performance, Montfort educational institutes, Descriptive-correlational research

 Article History: Received 13 July 2022, Received in revised form 24 October 2022, Accepted 3 November 2022

 Acknowledgment 

No Acknowledgment.

 Compliance with ethical standards

 Conflict of interest: The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

 Citation:

 Robert KJB (2023). Faculty commitment and performance in Montfortian educational institutions: Basis for a faculty development program. International Journal of Advanced and Applied Sciences, 10(2): 113-127

 Permanent Link to this page

 Figures

 No Figure

 Tables

 Table 1 Table 2 Table 3 Table 4 Table 5 Table 6 Table 7 Table 8 Table 9 Table 10 Table 11 Table 12 Table 13 Table 14 Table 15 Table 16 Table 17 Table 18 Table 19 Table 20 Table 21 Table 22 Table 23 Table 24 Table 25 

----------------------------------------------    

 References (19)

  1. Chanana N (2021). The impact of COVID‐19 pandemic on employees organizational commitment and job satisfaction in reference to gender differences. Journal of Public Affairs, 21(4): e2695. https://doi.org/10.1002/pa.2695   [Google Scholar] PMCid:PMC8236929
  2. Dulock HL (1993). Research design: Descriptive research. Journal of Pediatric Oncology Nursing, 10(4): 154-157. https://doi.org/10.1177/104345429301000406   [Google Scholar] PMid:8251123
  3. Habib S, Aslam S, Hussain A, Yasmeen S, and Ibrahim M (2014). The impact of organizational culture on job satisfaction, employees commitment and turn over intention. Advances in Economics and Business, 2(6): 215-222. https://doi.org/10.13189/aeb.2014.020601   [Google Scholar]
  4. Herrera J and De Las Heras-Rosas C (2021). The organizational commitment in the company and its relationship with the psychological contract. Frontiers in Psychology, 11: 609211. https://doi.org/10.3389/fpsyg.2020.609211   [Google Scholar] PMid:33519619 PMCid:PMC7841391
  5. Islam R and bin Mohd Rasad S (2006). Employee performance evaluation by the AHP: A case study. Asia Pacific Management Review, 11(3): 163-176.   [Google Scholar]
  6. Lambert E and Hogan N (2009). The importance of job satisfaction and organizational commitment in shaping turnover intent: A test of a causal model. Criminal Justice Review, 34(1): 96-118. https://doi.org/10.1177/0734016808324230   [Google Scholar]
  7. Meyer JP and Maltin ER (2010). Employee commitment and well-being: A critical review, theoretical framework and research agenda. Journal of Vocational Behavior, 77(2): 323-337. https://doi.org/10.1016/j.jvb.2010.04.007   [Google Scholar]
  8. Meyer JP, Allen NJ, and Smith CA (1993). Commitment to organizations and occupations: Extension and test of a three-component conceptualization. Journal of Applied Psychology, 78(4): 538-551. https://doi.org/10.1037/0021-9010.78.4.538   [Google Scholar]
  9. Mottaz CJ (1988). Determinants of organizational commitment. Human Relations, 41(6): 467-482. https://doi.org/10.1177/001872678804100604   [Google Scholar]
  10. Mowday RT (1998). Reflections on the study and relevance of organizational commitment. Human Resource Management Review, 8(4): 387-401. https://doi.org/10.1016/S1053-4822(99)00006-6   [Google Scholar]
  11. Özdem G (2012). The relationship between the organizational citizenship behaviors and the organizational and professional commitments of secondary school teachers. Journal of Global Strategic Management, 6(2): 47-64. https://doi.org/10.20460/JGSM.2012615773   [Google Scholar]
  12. Özgenel M and Mert P (2019). The role of teacher performance in school effectiveness. International Journal of Education Technology and Scientific Researches, 4(10): 417-434. https://doi.org/10.35826/ijetsar.42   [Google Scholar]
  13. Pollard AJ and Bijker EM (2021). A guide to vaccinology: From basic principles to new developments. Nature Reviews Immunology, 21(2): 83-100. https://doi.org/10.1038/s41577-020-00479-7   [Google Scholar] PMid:33353987 PMCid:PMC7754704
  14. Ratner B (2009). The correlation coefficient: Its values range between+1/−1, or do they? Journal of Targeting, Measurement and Analysis for Marketing, 17(2): 139-142. https://doi.org/10.1057/jt.2009.5   [Google Scholar]
  15. Rayan BA (2013). Montfortian technical vocational education and training schools in Asia: Charism and performance. European Social Sciences Research Journal, 1(4): 254-263.   [Google Scholar]
  16. Sagie A (1998). Employee absenteeism, organizational commitment, and job satisfaction: Another look. Journal of Vocational Behavior, 52(2): 156-171. https://doi.org/10.1006/jvbe.1997.1581   [Google Scholar]
  17. Shahid A and Azhar SM (2013). Gaining employee commitment: Linking to organizational effectiveness. Journal of Management Research, 5(1): 250-268. https://doi.org/10.5296/jmr.v5i1.2319   [Google Scholar]
  18. Wadkar SK, Singh K, Chakravarty R, and Argade SD (2016). Assessing the reliability of attitude scale by Cronbach’s Alpha. Journal of Global Communication, 9(2): 113-117. https://doi.org/10.5958/0976-2442.2016.00019.7   [Google Scholar]
  19. Williams C (2007). Research methods. Journal of Business and Economics Research (JBER), 5(3): 65-72. https://doi.org/10.19030/jber.v5i3.2532   [Google Scholar]