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All Journal International Journal of Multidisciplinary: Applied Business and Education Research
Mark Anthony N. Polinar
Cebu Doctors' University
Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Environmental Science Medicine & Pharmacology

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Human Resource Management Practices as Determinants of Job Satisfaction Among College Instructors at St. Cecilia’s College-Cebu, Inc. Mark Delmie Basalo; Angel I. Canonigo; Chierelyn Chavez; Kissy Mae C. Emperado; Jeannelie Luz N. Macapil; Michaela C. Maglasang; Mary Joy Mortejo; Mark Anthony N. Polinar; Regin M. Suarez
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 7 No. 3 (2026): International Journal of Multidisciplinary: Applied Business and Education Rese
Publisher : Future Science / FSH-PH Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.07.03.07

Abstract

This descriptive-correlational study explored the relationship between HRM practices and job satisfaction among thirty-six (36) college instructors at St. Cecilia’s College-Cebu, Inc. during the academic year 2025–2026. Only instructors with at least two years of teaching experience participated in evaluating the school’s HRM practices. The data were analyzed using descriptive statistics, Spearman’s rho, and multiple regression. The results showed that three HRM areas—Training and Development (r = 0.716), Compensation and Benefits (r = 0.793), and Performance Management (r = 0.714)—significantly predict job satisfaction. Among these, Compensation and Benefits and Performance Management emerged as the strongest predictors, highlighting the importance of fair compensation, competitive benefits, and transparent evaluation systems in improving morale and employee retention. Instructors expressed appreciation for fair performance evaluations and constructive feedback. However, they also noted the need for clearer promotion guidelines and more collaborative goal-setting processes. Overall, the findings confirm that effective HRM practices have a meaningful impact on faculty job satisfaction. Based on these results, the study recommends several actions. Training and Development programs should be strengthened through regular workshops, mentoring initiatives, and external training opportunities. Compensation and Benefits should be reviewed through salary benchmarking, the introduction of non-monetary incentives, and clearer communication of policies. Lastly, Performance Management systems should be refined by updating evaluation procedures, clarifying promotion standards, and encouraging shared goal-setting between administrators and faculty members. Implementing these improvements is expected to enhance faculty satisfaction, increase retention, and support the institution’s long-term effectiveness.
The Impact of Training and Development on College Instructors’ Professional Development at St. Cecilia's College-Cebu, Inc. Niña Alexis S. Trinidad; Rhea Mae L. Cabornay; Jane Teñedo; Cristine Kay L. Bolo; Mark Anthony N. Polinar; Nerissa M. Auxilio; Ma. Elaijahbeth Z. Entia; Mary Joy I. Sadio; Mary Glennda Fajardo
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 7 No. 3 (2026): International Journal of Multidisciplinary: Applied Business and Education Rese
Publisher : Future Science / FSH-PH Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.07.03.08

Abstract

This descriptive-correlational study investigated the effect of training and development programs on the professional development of college instructors at St. Cecilia College-Cebu, Inc., through identifying the direct impacts of the training and development variables on their professional development. A survey questionnaire was used to gather data from 33 college instructors. To analyse the data, both descriptive and inferential statistics were applied, specifically Spearman's Rho correlation and Multiple Regression.  The results confirmed significant positive correlations between training method (Spearman’s ρ=.613, p <.001), training frequency (Spearman's ρ =.547, p =.002), trainer expertise (Spearman's ρ =.567, p <.001), training resources (Spearman’s ρ =.620, p <.001), and professional development. A multiple regression analysis indicated that the four predictors jointly accounted for 56.7% of the variance in professional development (R² = 0.567).  Expertise of trainers (β = .402) and training resources (β = .351) were the strongest predictors. The other predictors, including training method (β = 0.298) and training frequency (β= 0.276), were also significant (β= 0.276). These findings highlight the importance of proper training strategies, continuous training, professional facilitation, and adequate resources in promoting professional development. Finally, the institution should improve its training and development processes by adopting more interactive and practical methods, such as blended learning and scenario-based training. The institution should also invest in trainers' continuous development through regular appraisals and professional development opportunities. The training session plan needs to be more consistent and comprehensive to support routine professional development. 
Co-Authors Angel I. Canonigo Chierelyn Chavez Cristine Kay L. Bolo Jane Teñedo Jeannelie Luz N. Macapil Kissy Mae C. Emperado Ma. Elaijahbeth Z. Entia Mark Delmie Basalo Mary Glennda Fajardo Mary Joy I. Sadio Mary Joy Mortejo Michaela C. Maglasang Nerissa M. Auxilio Niña Alexis S. Trinidad Regin M. Suarez Rhea Mae L. Cabornay