| Summary, etc. |
This study aimed to identify the organizational environment of teaching and non-teaching personnel in selected State Universities and Colleges in Region 3 as basis for university development plan. Specifically, the study identified the profile of the teaching and non-teaching personnel in terms of age, sex, educational attainment, academic/administrative rank and tenure; and the organizational environment in selected SUCs as perceived by the respondents in terms of purposes, structure, relationships, rewards, leaderships, helpful mechanism and attitude towards change. The study raised a total of 447 respondents of which 270 or 64.40% of them were teaching personnel, while the remaining 177 or 35.60% were non-teaching personnel. This study utilized the descriptive-cross sectional method of research, using random sampling technique in determining the needed respondents. It also used the standardized test as survey-questionnaire. The data gathered from the target schools in Region III were encoded and statistically processed using statistical software called IBM SPSS Statistics version 21. The statistical tools used to interpret the data were frequency, percent, weighted mean, standard deviation, t-test, Analysis of Variance, and LSD test. In light of the findings of the study, the researcher concluded that majority of the personnel were on their adulthood, females, baccalaureate degree holders, instructor (for teaching personnel), administrative aide (Job Order) for the non-teaching, and mostly are permanent employees; majority of the respondents were moderately satisfied in the organizational environment in their respective SUCs, specifically on the areas of purposes, structure, leaderships, relationships, rewards, helpful mechanism, and attitude towards change; there was a limited significant differences in the organizational environment of teaching and non-teaching personnel when their profile are grouped accordingly. There is no significant difference between demographic profile of the teaching personnel and the organizational environment when grouped according to age, sex, highest educational attainment, academic rank, and tenure. On the other hand, on the profile of the non-teaching, only highest educational attainment revealed a significant difference; hence the profile of age, sex, administrative rank, and tenure yielded no significant differences; and based from the findings of the study, inputs such as intensified benchmarking practices, school visits, and upgrading of training facilities and programs, enhancing of study grants, especially for the non-teaching were highly needed. Such may result in the adaptation or insertion of SUCs in their development plans the realization of intensified benchmarking practices adapting the best organizational practices in other SUCs and Higher Educational Institutions (HEIs), school visits, upgrading of training facilities and programs, and enhancement of study grants and reward mechanism for the employees. Thus, in the proposed development plan for the SUCs in Region, the following indicators were included: organizational environment of teaching and non-teaching personnel, objectives, strategies, findings based on the study, and plan of actions. All the strategies and plan of actions were made and patterned to that of the findings to make the outcome of the plan to be authentic-based on the need of the organizational environments in the SUCs of Region III. In view of the findings, it was recommended that SUCs in Region III should recruit more male employees to augment the imbalance ratio of male and female employees, provide more opportunities to the employees to enable them to succeed in the promotional ladder, and encourage employees to enroll and finish higher continuing education to help them qualify for higher positions. More mechanisms and opportunities should be adapted that may yield higher organizational environment through feed-backing and consultations on the employees in order to track down areas needed to be improved within the system to make them fully satisfied. Aspects of the organizational climate should be considered pivotal to the operation of the organization and satisfaction of the employees, such as purposes, structure, leaderships, relationships, rewards, helpful mechanism, and attitude towards change, in order for them to exhibit fair and conducive organizational environment for the employees. SUCs must adapt in its development plan the realization of intensified benchmarking practices, school visits, and upgrading of training facilities and programs, and enhancement of study grants and reward mechanism for the employees. Benchmarking and school visits of HEIs must be conducted to identified centers of excellence by the CHEd to learn their best practices for further improvement. Similarly, they may reinforce and upgrade training facilities and programs that may equip employees in acquiring skills to be more productive in the organization. It can also be helpful if the SUCs have intensified their efforts in granting employees scholarship programs to pursue their education and align themselves with the standards set by the CHEd that in return may improve the implementation of the rationalization in the HEIs in the country. Most especially, a concrete reward mechanism must be established in order to keep the employees motivated and attached with their respective SUCs. Such measures may lessen the number of educators leaving the country due to stress and bad experience in the organization where they belong. |
