Behind the Scenes: Evaluating the Performance of University Support Personnel for Institutional Progress

Abstract

To remain competitive in the higher education market, Higher Education Institutions (HEIs) have to provide quality services to their clientele (Legcevic, 2014; Guaimalon et al., 2022). These services must be aligned with the mission, vision, and long-term goals of the university, which include employee productivity and service sustainability. This study sought to assess the university support personnel’s performance for institutional progress and students’ satisfaction. It also determined the relationship between the support personnel’s profile, in terms of sex and length of service, and their performance. The descriptive-correlational design was applied in this inquiry wherein all 97 regular support personnel were the respondents and were evaluated by their supervisor and two randomly selected senior co-workers. A standardized questionnaire was utilized to gather data on the performance of the support personnel. Weighted Mean, Spearman’s Rank Order Correlation Coefficients, and Chi-Square Test were used as statistical tools. The data revealed that the performance of the support personnel “exceeds expectations” in the following areas: work quantity, work quality, work relationships, work skills, job knowledge, and time record. The results further indicated that the work performance in terms of extension work is classified as “meeting the expectations.” Moreover, the study found that the support personnel’s length of service is inversely related to their work performance and that female personnel performed better at work than their male counterparts.