Administrative Assistance, Collegial Support, and Professional Motivation of Academic Personnel in Relation to Performance

Abstract

This study examined the relationships of administrative assistance, collegial support, and professional motivation with the performance of academic personnel of a private higher education. A quantitative correlational research design was employed involving 309 academic personnel selected through stratified random sampling with proportional allocation. Data were gathered using a validated researcher-made questionnaire, while performance was measure using the Personnel Performance Evaluation ratings for Academic Year 2024-2025. Descriptive statistics, including mean and standard deviation were used to describe the variables, while Spearman rank order of correlation determined the relationships among the variables. Findings revealed that administrative assistance was perceived low (M=2.52), whereas collegial support (M=2.88) and professional motivation (M=3.12) were rated moderate. The academic personnel obtained an overall Very Satisfactory performance rating (M=5.65). Significant positive relationships were found between administrative assistance and performance (rs=.315, p <.001), collegial support and performance (rs=.509, p <.001), and professional motivation and performance (rs=.579, p <.001). Among the variables, professional motivation demonstrated the strongest relationships with performance. The findings underscore the importance of strengthening administrative support, collegial collaboration, and faculty motivation to further enhance academic personnel performance and institutional effectiveness.