ENHANCING PEOPLE PRACTICES IN THE ACADEME
(Papers from the Asian Association of School HRMD Practitioners, Inc.)
Full Journal Issue
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Analysis of University Student Experience: Basis for Faculty Development Program and Academic Support System Enhancement
Jesus Alcoba1, Susan Mostajo2, Olivia Legaspi2, Rowell Paras2, and Romano Angelico Ebron2
1Centro Superior de Estudios Universitarios La Salle, Spain
2De La Salle University-Dasmariñas, City of Dasmariñas, Cavite, Philippines
ABSTRACT
In the pursuit of excellence, the education industry continuously strives to improve the quality of teaching and learning processes in the classroom. The concept of learner’s experience design is one of the growing models to achieve this purpose, and experience design is yet to be explored. This study investigated the relevance of experience design in an educational institution by analyzing the university experience of students at De La Salle University-Dasmariñas. A descriptive quantitative research design with purposive quota sampling technique was utilized. A researcher-made questionnaire was answered by the students online through their portal accounts. Data were statistically treated and analyzed through frequency count, percentage, mean, and standard deviation.
Results revealed that students consider functional value as most influential in their decision to study in the university whereby required professional competencies are developed through appropriate teaching methodologies and learning assessments. Likewise, students have favorable perception with academic advising as support system because it provides assistance in their academic and personal concerns. These results confirm the importance of human resources in the quality of student experience provided in the institution. Thus, it is recommended that the results be considered as inputs in enhancing schools’ faculty development programs and academic support systems.
Keywords: University, Student experience, Experience design, Faculty development, Academic support system
Effects of Acceptance and Commitment Therapy on the Levels of Anxiety of Teachers
Lia Amor Arcaina
Southville International School and Colleges
ABSTRACT
Teachers need to prepare themselves mentally, physically, and emotionally for the day-to-day interaction with their students. This study aimed to examine the effects of Acceptance and Commitment Therapy (ACT) on the levels of Anxiety of teachers using a pre-experimental Research Design. The participants were teachers of Southville International School and Colleges (SISC) who were selected using inclusion criteria. The levels of anxiety of the participants were initially identified using the Emotional Stability Domain of Hopkins International Personal Inventory. Those who met the criteria were subjected to ACT for ten sessions. The results revealed a marked decrease on the levels of anxiety of the participants after the intervention. Since efficacy of the program was proven effective to lessen anxiety levels of teachers, it is recommended that the three core processes of ACT be the focus of future studies to further assess its effectiveness.
Keywords: teachers, anxiety, Acceptance and Commitment Therapy, mental health
Examining the Effects of Organizational Links and Fit on Turnover Intentions
Teresita Cruz
Holy Angel University
ABSTRACT
This study extends theory and research on job embeddedness as a talent management approach by using fixed mixed methods design particularly, sequential explanatory strategy. The primary interests in this research were to determine which of the two dimensions of job embeddedness - organizational links and fit, cause employees to stay and how turnover intentions is influenced by either one of the two conditions presented through vignette experimental surveys. It was hypothesized that organizational fit influences turnover intentions more than organizational links and that employees intend to stay more in an organization where opportunities for organizational fit are accorded. A Wilcoxon Signed Rank Test revealed a statistically significant difference between organizational links and fit, z = –4.00, p < .001, with a medium effect size (r = .30). Outcome of within-subjects experimental study was substantiated by results of qualitative inquiries.
Keywords: job embeddedness, organizational links, organizational fit, turnover intentions
Organizational Culture and Quality of Work Life of Employees from Higher Education Institutions
Reyna Lee Pedernal1, Ma. Sheila Alvarez2, Daisy Maghirang3, and Susan Mostajo4
1University of Perpetual Help System Laguna
2De La Salle-Lipa
3University of Batangas
4De La Salle University-Dasmarinas
ABSTRACT
Today’s work environment is becoming more challenging and complex due to various factors affecting an organization and its human resources. Globalization, technological innovations, workforce diversity, and new labor laws are just few among the contributory factors. Relatively, employees’ quality of work life has been a challenge that organizations need to address. Thus, this study aimed to describe and understand the organizational culture and quality of work life of employees which results can be a basis for policy and program development by educational institutions.
Descriptive correlational research with purposive quota sampling was utilized to achieve the objectives of this study. The participants were employees from higher education institutions in CALABARZON Region. Data were statistically treated and analyzed using measures of central tendency, Pearson correlation coefficient, and multiple regression.
Results revealed that the participants perceived their organizational culture as very suitable and their quality of work life as very good. Pearson correlation analysis revealed significant relationship between organizational culture and quality of work life at 0.01 level. Regression analysis revealed that transparency of culture and strength of culture predict quality of work life. The results of this study validate that organizational culture relates significantly to employees’ quality of work life.
Keywords: Organizational Culture, Quality of Work Life, Higher Education Institutions, CALABARZON, Employees
Personality Traits as Determinants of Teacher Performance in Private Educational Institutions: Input to Management Effectiveness
Jocelyn Tizon
Southville International School and Colleges
ABSTRACT
A teacher’s personality has been found significant in determining teacher effectiveness. This correlational study explores personality traits as determinants of teacher effectiveness and performance in three (3) private educational institutions. It aimed to attain the following research objectives: (1) to determine the self-assessed personality traits in terms of the Big Five traits, (2) to identify student-evaluation and self-evaluation of high school teachers’ performance, (3) to determine the relationship between self-assessed personality traits and teachers’ performance, and (4) to find differences between self-assessed personality traits and student-evaluation of teachers’ performance when grouped according to their demographic profile. Data were gathered from the respondents using the online psychological assessment NEO-PR, High School Teachers’ Online Survey, and students’ evaluation of teacher performance using the Teacher Effectiveness Survey. Overall results show no significant relationship between the “Big Five” personality traits and teacher performance. However, the study revealed that neuroticism has an inverse relationship with the teacher’s general performance, work environment and workload as well as in instruction and classroom management and readiness. The study also revealed a significant difference between teachers’ tenure and teacher expectations, educational qualifications and instruction, and sex and classroom management and readiness. The findings have several implications for research and practice in human resource management and development especially in attracting, hiring, training, retaining, and managing performance of teachers.
Keywords: personality traits, teacher-performance, student-evaluation
Full Article
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ACADEMIA LASALLIANA JOURNAL OF EDUCATION AND HUMANITIES
The Academia Lasalliana Journal of Education and Humanities (ALJEH) is a bi-annual peer-reviewed journal published by De La Salle University – Dasmariñas through the University Research Office. It aims to offer a platform for the presentation of scientific knowledge pertaining to a myriad of subjects related to education and humanities. As a peer-reviewed academic journal, ALJEH is devoted to the publication of original papers and book reviews on the following areas: teaching and learning at all levels of education, education management, social science-related subjects, linguistics and humanities-related subjects. Some subjects that cuts across the disciplines of education and humanities are as follows: language, literature, psychology, history, philosophy, religion, visual and performing arts, communication studies, and cultural studies.
Editorial Board
Editor-in-Chief
Maria Virginia G. Aguilar, PhD (DLSU-D)
Guest Editor-in-Chief
B’julah Q. Silva, PhD
(Asian Association of School HRMD Practitioners, Inc.)
Associate Editor
Henry L. Bernardo, EdD (DLSU-D)
Members
Jonathan V. Gochuico, PhD (DLSU-D)
Manuel G. Camarse, PhD (DLSU-D)
Amika Wardana, PhD (Universitas Negeri Yogyakarta, Indonesia)
Rodney C. Jubilado, PhD (University of Hawaii, Hilo, Hawaii)
Eunice Barbara Novio (Vongchavalitkul University, Thailand)
Christine S. Diaz, PhD (Ateneo De Davao University, Davao City)
Celeste Maria Condor-Sandoval (UNAIDS, Geneva, Switzerland)
Consul Mersole J. Mellejor (Philippine Consulate General, Milan, Italy)
Reviewers
Maria Theresa Benitez (University of Asia and the Pacific)
Melva Diamante, PhD (Southville International School)
Susan Mostajo, PhD (DLSU-D)
Joel Serad, DM (University of the Visayas)
Jocelyn Tizon, PhD (Southville International School and Colleges)
Salvador Tumaca Jr., PhD (Immaculate Heart of Mary College Parañaque)
Editorial assistant
Jaime Zeus Agustin (Research Communication, Dissemination and Utilization Coordinator, University Research Office)