Personnel Career Development, Organizational Support, And Service Quality

This study assessed personnel career development, organizational support, and service quality in Higher Education Institutions (HEIs) in the Province of Antique during Academic Year 2025–2026. The 83 respondents were non-teaching personnel from public and private HEIs, selected through purposive sampling. A validated and reliability-tested researcher-made questionnaire, and data were analyzed using frequency count, percentage, mean, Kruskal-Wallis H test, Mann-Whitney U test, and Spearman’s rho at the 0.05 alpha level. Findings revealed that personnel career development in HEIs was “Highly Structured,” particularly in welcoming feedback from supervisors, valuing continuous learning, and seeking mentorship from senior staff. Organizational support was assessed “To a Very Great Extent,” with supervisors providing helpful advice, access to necessary resources, and recognition of personnel as part of institutional goals. Service quality was “Very High,” with strong emphasis on sustainable excellence in service delivery, trustworthy academic support, and comprehensive student counseling programs. No significant differences were found in personnel career development when classified by educational attainment, position, length of service, unit of assignment, and type of HEI. However, organizational support varied significantly by employment status and unit of assignment, while service quality showed no significant differences across classifications. Correlation analysis confirmed significant interrelationships among the three constructs, indicating that improvements in career development and organizational support were closely linked to higher service quality. The stakeholders were advised to strengthen equity, expand development opportunities, and sustain service quality through inclusive policies, adequate resources, recognition systems, and continuous professional growth initiatives