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

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.