Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 48 no. 10 (2025)

Quality of Work Life, Transformational Leadership, and School Culture of Faculty in State Universities and Colleges: A Convergent Design

Jovelyn Layague | Avee Joy B. Dayaganon

Discipline: Education

 

Abstract:

This convergent mixed-methods, descriptive-comparative study examined the quality of work life, transformational leadership, and school culture among faculty in state universities and colleges in Region XI. In this inquiry, an interview guide was used for the qualitative phase, and adapted survey questionnaires were employed in the quantitative phase. In addition, participants engaged in the qualitative phase through in-depth interviews and a focus group discussion. The statistical tools used in quantitative data analysis included the mean, standard deviation, oneway ANOVA, and independent t-tests. The results of this study showed a high level of quality of work life, transformational leadership, and school culture among SUC faculty. Furthermore, no significant differences in school culture were found across academic ranks. However, significant differences in school culture were found across institutional size, school location, and accreditation status. The qualitative phase yielded three indicators of school culture: professional collaboration, affiliative collegiality, and self-determination/efficacy. The grouping analysis revealed significant differences in the SUC faculty's standpoints on school culture, based on institutional characteristics. The nature of integration indicates the merging of quantitative and qualitative data. The study proposed an intervention program titled “COLLAB: Cultivating Organizational Linkages and Leadership for Authentic Building of Bonds,” which aims to strengthen collaboration, leadership practice, and a sense of belonging while sustaining positive aspects of faculty work life and culture.



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