Career Development, Professional Practices, Commitment, and Work Performance among Teaching Staff in Higher Education Institution

Abstract

Faculty work performance remains a critical determinant of institutional effectiveness and educational quality in higher education institutions (HEIs). This study examined the levels of career development, professional practices, organizational commitment, and work performance among teaching staff, as well as the relationships among these variables. Using a descriptive-correlational research design, data were collected from teaching staff in a selected higher education institution. Results indicated high levels across career development, professional practices, commitment, and work performance. Correlation analysis revealed significant relationships among work performance, career development, professional practices, and organizational commitment. These findings highlight the importance of strengthening instructional practices and fostering commitment as key mechanisms for improving faculty performance. The study provides empirical insights that may guide institutional strategies for faculty development, performance enhancement, and instructional quality improvement.