Organizational support, teacher professional development, and engagement in senior high schools in China

International Journal of Research Studies in Management
CollabWritive Special Issue
2026 Volume 14 Issue 5

Available Online: 31 August 2026

Author/s:

Wang, Yu*
Graduate School, Lyceum of the Philippines University – Batangas, Philippines

Mauhay, Romana Celeste A.
Lyceum of the Philippines University – Batangas, Philippines

Abstract:

This study examined organizational support, teacher professional development, and teacher engagement among faculty members, serving as a basis for the development of a proposed faculty development program. The respondents represented diverse demographic characteristics in terms of sex, age, educational attainment, and years of service, providing a comprehensive perspective on the study variables. The findings revealed that teachers generally perceived organizational support positively, with research and academic support identified as the strongest dimension, while administrative burden reduction emerged as an area requiring improvement. Teachers also demonstrated a high level of professional development, particularly in formal training and external learning, although reflective practice and innovation need further enhancement. Likewise, teachers exhibited strong engagement, particularly in social engagement with students and professional commitment, while other engagement areas require continuous strengthening. Organizational support, professional development, and teacher engagement demonstrated highly significant positive relationships, indicating that strengthened institutional support and professional growth opportunities contribute to increased teacher engagement. Based on these findings, a proposed Faculty Development Program was developed to enhance organizational support, professional development, and teacher engagement. The program includes initiatives focused on administrative efficiency, faculty professional growth, wellness and engagement, research capacity building, and continuous faculty development. The study recommends active participation of institutional leaders, academic offices, faculty support units, research offices, and faculty members in implementing these programs. Future researchers may further explore related variables and broader educational contexts to expand the understanding of faculty development and engagement.

Keywords: faculty development program, faculty growth, higher education, institutional support, organizational support, teacher engagement, teacher professional development

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DOI: https://doi.org/10.5861/ijrsm.2026.26118

Cite this article:
Wang, Y., & Mauhay, R. C. A. (2026). Organizational support, teacher professional development, and engagement in senior high schools in China. International Journal of Research Studies in Management, 14(5), 151-168. https://doi.org/10.5861/ijrsm.2026.26118

* Corresponding Author