Baguio, Philippines — Career development plays an important role in supporting continuous improvement among non-teaching personnel at the University of Baguio. This finding comes from research by Ian R. Alangdeo and Shayana G. Elipane of the University of Baguio, which examined career development practices, organizational support, supervisory support, and intrinsic motivation among non-teaching employees. The study found that supervisory support has a significant positive influence on career development, while employment status and marital status are also associated with how employees perceive career development support.
Rapid technological changes, evolving workplace demands, and organizational expectations require employees to continuously improve their knowledge and skills. In higher education institutions, this need applies not only to teaching personnel but also to non-teaching employees who support administrative services and the overall operation of the university.
Career development can take various forms, including seminars, webinars, training programs, workshops, conferences, research activities, performance evaluations, and opportunities for further education. In this context, continuous improvement becomes part of employee development by helping workers strengthen their skills, productivity, and contribution to organizational goals.
The University of Baguio already provides various career development opportunities for its employees. These include community outreach activities, opportunities for advanced studies, webinars, seminars, workshops, conferences, and training programs facilitated by the Human Resource Management Office. The study examined how non-teaching personnel perceive these opportunities and identified areas that could still be strengthened.
The researchers used a quantitative survey approach involving non-teaching personnel at the University of Baguio. From a total population of 233 non-teaching employees, 93 participated as respondents. Purposive sampling was used to select participants. The research questionnaire was also pilot-tested with 19 individuals outside the study sample and produced a Cronbach’s alpha of 0.91, indicating excellent internal consistency.
The questionnaire examined three major areas: supervisory support, organizational support, and intrinsic motivational resources related to career development. Respondents were also grouped according to sex, age, marital status, years of service, educational attainment, and employment status. The data were analyzed using descriptive statistics, t-tests, and analysis of variance to identify differences among employee groups.
The findings show that supervisory support was one of the strongest aspects of career development practices. It recorded an overall mean score of 3.53 and was interpreted as “Very Likely.” The support included career-goal setting, staff development opportunities, performance appraisal guidance, workplace meetings and action planning, as well as encouragement for continuing education.
Among the different forms of supervisory support, continuous meetings and action planning for workplace efficiency received the highest mean score of 3.60. Support for continuing education, including graduate and post-doctoral studies, also received a high score of 3.57. Meanwhile, explaining annual performance appraisal received a score of 3.44, suggesting room for stronger communication regarding employee evaluation and career development.
Organizational support was also rated positively, with an overall mean score of 3.32. The University of Baguio was perceived as providing support through approval of staff development budgets, opportunities for graduate education and professional certifications, and various skills-development activities. However, follow-up sessions related to goal achievement and employee ranking points for career satisfaction received relatively lower scores of 3.25 and 3.14, respectively.
Intrinsic motivation among non-teaching personnel was also positive. The overall mean reached 3.30 and was interpreted as “Strongly Agree.” Respondents expressed satisfaction with various professional development activities, including training, webinars, seminars, workshops, certifications, and educational programs related to their current positions. They also reported organizational support for participating in career development activities at institutional, local, national, and international levels.
The study found no significant differences based on sex in perceptions of supervisory or organizational support. Male and female non-teaching personnel generally viewed the career development support they received in similar ways. The finding highlights the importance of ensuring that career development opportunities are provided inclusively and equitably to all employees.
Employment status, however, produced a significant difference in perceptions of supervisory support. The analysis resulted in a p-value of 0.04 and an eta-squared effect size of 0.26. Employment status also significantly affected perceptions of intrinsic motivational resources, with a p-value of 0.009. These findings suggest that employees’ employment arrangements may influence how they perceive available support and career development benefits.
Marital status also showed a significant difference in perceptions of organizational support, with a p-value of 0.02 and an F value of 4.38. The researchers identified marital status and employment status as two characteristics that stood out in shaping how non-teaching personnel viewed organizational support for career development.
The respondents’ profile showed that 45.2 percent of non-teaching personnel were between 20 and 30 years old, while 34.4 percent were between 31 and 40. Women accounted for 66.7 percent of respondents and men 33.3 percent. In terms of employment status, 86 percent were regular employees, 12.9 percent were probationary, and 1.1 percent were fixed-term employees. Most respondents held a bachelor’s degree, while others had completed or were pursuing graduate and doctoral education.
The findings indicate that career development programs in higher education should extend beyond simply providing training opportunities. Performance evaluation, feedback, supervisor guidance, follow-up after training, and opportunities to apply newly acquired knowledge in the workplace are also important to ensure that professional development produces meaningful results.
Overall, Alangdeo and Elipane found that non-teaching personnel at the University of Baguio have benefited from various opportunities to improve their skills and advance their careers. Supervisory support, organizational support, and intrinsic motivation were generally rated positively. Nevertheless, strengthening staff development programs, performance evaluation mechanisms, follow-up processes, and career progress monitoring could help ensure that continuous improvement is implemented more consistently across the institution.
DOI: https://doi.org/10.55927/eajmr.v5i8.277
Journal Link: https://journaleajmr.my.id/index.php/eajmr
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