School Conditions and Professors’ Commitment to Change in Higher Education Institutions
DOI:
https://doi.org/10.5281/zenodo.20495035Keywords:
school conditions, commitment to change, organizational culture, higher educationAbstract
This study examined how school conditions influence professors’ commitment to institutional change in selected higher education institutions in Bohol, Philippines, addressing the limited empirical evidence on contextual factors shaping faculty responsiveness to reform. It specifically aimed to determine the level of school conditions, assess professors’ commitment to change across groups, and test their relationship within a higher education context. A descriptive–correlational design was employed involving 222 professors selected through purposive sampling. Data were collected using a validated and reliability-tested survey questionnaire. Descriptive statistics, t-test, one-way ANOVA, and Pearson correlation were used to analyze the data. Results showed that professors generally perceived school conditions as favorable, with higher ratings for strategies for change and organizational culture, while environment and structure received comparatively lower evaluations. Professors demonstrated a high level of commitment to change across all dimensions. A statistically significant difference was observed in commitment to change when grouped by sex, with female professors showing slightly higher levels, although the effect was small. No significant differences were found across years in service. A strong positive relationship emerged between school conditions and commitment to change. Findings indicate that institutional conditions play a more influential role in shaping faculty commitment to change than demographic characteristics. Strengthening organizational culture, improving structural support, and enhancing participatory and supportive environments may therefore be critical in sustaining faculty engagement in institutional reforms.
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