Title

COLLEGE INSTRUCTORS’ INVESTMENT ATTITUDE, SUBJECTIVE NORMS, AND PERCEIVED BEHAVIORAL CONTROL IN PROFESSIONAL DEVELOPMENT

Author(s)

Sabroso, Katherine B.

Gomolon, Sonny M.

Molijon, Bryll T.

Affiliation

Misamis University

Degree Program

Bachelor of Science In Business Administration

Contributor

Carpio, Renzitelo Alf P. - Adviser

Laput, Joseph Glenn J. - Panel

Apao, Ariel A. - Panel

Carpio, Renzitelo Alf P. - Instructor

Year

2024

Abstract

College instructors’ professional development is essential to remain current and competent in their profession, equipping them with new teaching methods and strategies to provide quality teaching to their students. This study explored the college instructors’ investment attitude, subjective norms, and perceived behavioral control toward professional development. This study utilized the descriptive correlational design. There were 260 college instructors who were chosen through stratified systematic sampling. The study took place in the 8 selected institutions in Misamis Occidental, both in private and public institutions. Respondents Demographic Profile, Investment Attitude, Subjective Norms, and Investment in Professional Development Questionnaire were used as instruments in gathering the data. Frequency, Mean, Percentage, Standard Deviation, Pearson Product Moment Correlation Coefficient, and Multiple Linear Regression Analysis were used as the data analyses. The results revealed that the level of college instructor’s investment attitude, perceived behavioral control, and professional development is very high while the college instructors’ subjective norms are high. College instructors’ investment attitude, subjective norms, and perceived behavioral control greatly influence their investment decision toward professional development. Among the variables, the college instructor’s investment attitude and perceived behavioral control are the predictors to their investment decision. When grouped according to profile, only marital status of college instructors has a significant difference. Thus, it is recommended that future research may determine the specific field of expertise of college instructors to study and may also investigate how the availability of institutional support towards investment in professional development influence college instructors.

Keywords

College Instructors, Family and Social Influence, Investment Attitude, Perceived Behavioral Control, Professional Development