Professional Identity and Teaching Commitment Among College Instructors: Evidence from a Private Higher Education Institution in the Philippines
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While studies on professional identity and teaching commitment have been presented in numerous studies, there is limited empirical evidence on the relationship between these constructs among college instructors in Philippine private higher education institutions and the differences in their levels based on length of service. This study examined levels of professional identity and teaching commitment, evaluated differences in service length, and assessed the relationship between the two constructs. The study used a descriptive quantitative correlational design with 71 in-service college teachers from a private institution in Davao City, representing various disciplines, experience, gender, and career stages. Professional identity and teaching commitment were assessed using multidimensional instruments with good psychometric properties, and data were analyzed using descriptive statistics, one-way analysis of variance, and Pearson product–moment correlation. Results showed very high levels of professional identity (M = 3.73, SD = 0.186) and teaching commitment (M = 3.30, SD = 0.180). There were no significant differences in professional identity, F = 0.835, p = .508, or teaching commitment, F = 1.152, p = .340, between respondents based on length of service. The correlation between professional identity and teaching commitment was positive (r = .594, p < .001). In actual practice, the results suggest that it is worth maintaining reflective practice, working together as a faculty, providing opportunities for professional development, and supporting teaching environments throughout the career. However, the cross-sectional design, reliance on self-reported data, concentration of respondents in one institution, and predominance of early-career instructors limit causal interpretation and generalizability.
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