Faculty Performance As A Function Of Teaching Goals And Organizational Commitment
Merlita Castillo Medallon
Keywords: performance, teaching goals, affective, continuance, normative, commitment, function, correlates, skills
Abstract:Seventy faculty members were surveyed to determine the correlates of faculty performance using the variables of faculty teaching goals, organizational commitment, and the profile. Using standardized instruments data were subjected to correlation analysis. Results show that faculty performance is not significantly related to age (p=0.368); years of teaching (p=.732); education level (p=.095), and specialization (p=.083). Higher order thinking skills is significantly related with the level of education of the faculty respondents (p=.042). Basic academic success (p=.003) and discipline-specific knowledge and skills (p=.019) are also significantly related to the education level (p=.003). Basic academic success skills is also significantly related to the years of teaching experience (p=.027) and age (p=.043). Teaching goal achievement in Liberal arts and academic values is significantly related to the specialization (p=.043). There is no significant relationship between the level of commitment and the profile of the respondents. The faculty performance is directly related to the use of higher order thinking skills (p=.005), basic academic success skills (p=.028), discipline-specific knowledge and skills (p=.021), and work and career preparation (p=.009). The relationship is weak and is not significant with Liberal arts and academic values (p=.500) and on personal development (p=.110). Relationship is very weak but direct between FPE and any of the three commitment measures.
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