The Lived Experiences of Faculty with Internal Vs. External Locus of Control and Their Organizational Commitment
DOI:
https://doi.org/10.5281/zenodo.19849600Keywords:
Locus of Control, Autonomy, Organizational Commitment, Positive Workplace, Organizational Support, Diocesan LeadershipAbstract
Organizational commitment among faculty members remains a critical determinant of institutional effectiveness, academic excellence, and overall employee well-being in higher education settings. This qualitative phenomenological study employed semi-structured interviews with a purposive sample of PUP faculty. The interview protocol explored participants' experiences related to their locus of control (internal vs. external) and its impact on their organizational commitment. Analysis revealed ten key themes clustered into textural (descriptive) and structural (explanatory) categories. Textural themes included a strong sense of control and autonomy in the classroom, deep commitment to the institution driven by purpose and collegiality, perceived essential institutional support (though areas for improvement were noted), and effective communication and leadership. Structural themes emphasised individual agency and resilience, influences shaping commitment and responsibility, institutional support and structural alignment, and interpersonal dynamics and communication. The findings highlight how faculty commitment and engagement arise from a dynamic interaction between their sense of personal control and the organizational environment. Faculty demonstrate strong autonomy and dedication, supported by clear roles, effective leadership, and collaborative communication. Despite systemic challenges like resource constraints and workload pressures, faculty show resilience and adaptability, emphasising the need for institutional support aligned with their motivations. Sustaining organizational commitment requires integrating individual agency with responsive structures, fostering a supportive culture that promotes well-being, collaboration, and academic excellence in a changing educational landscape. Future directions include providing adequate resources and staff, clarifying roles, improving communication, promoting participation, and offering professional development.
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