Advisers

Dr. Mariju F. Galicha

Discipline

Business And Education Industry

Abstract

Faculty commitment and performance are critical to the sustainability and academic excellence of higher education institutions. However, these outcomes are often shaped by underlying levels of job satisfaction. This study examines the interrelationships among job satisfaction, organizational commitment, and job performance among university faculty, aiming to determine the extent to which satisfaction influences commitment and performance outcomes. A quantitative-descriptive correlational research design was employed involving 224 faculty members selected through stratified random sampling. A standardized survey instrument measured job satisfaction across organizational climate, work tasks, and work environment; organizational commitment across affective, normative, and continuance dimensions; and job performance across task, contextual, and adaptive domains. Data were analyzed using descriptive statistics and Pearson correlation analysis to determine significant relationships among variables. Findings indicate that faculty members were generally satisfied with their roles, though areas such as collegial collaboration, intellectual stimulation, and resource availability showed relative gaps. Affective commitment was stronger than normative and continuance commitment, suggesting emotional attachment as the dominant commitment dimension. Faculty demonstrated high task performance, moderate contextual performance, and adaptive capacity in instructional innovation. Correlation analysis revealed significant positive relationships among job satisfaction, organizational commitment, and job performance. Job satisfaction emerged as the strongest predictor within the derived relational framework. The study positions job satisfaction as a pivotal driver of both organizational commitment and performance in higher education settings. It recommends institutionalizing comprehensive faculty development programs, strengthening collegial support systems, and enhancing resource allocation to sustain faculty motivation and performance. Strengthening satisfaction factors may serve as a strategic lever for improving institutional effectiveness and long-term academic quality.

Keywords

job satisfaction, correlational study, organizational commitment, job performance, higher education faculty, affective commitment