LEADERSHIP STYLES OF LPU CAVITE ACADEMIC DEANS AND COMMITMENT OF THE FACULTY TO

SERVICE QUALITY: BASIS FOR A PROPOSED INTERNAL MARKETING MODEL

VINCENT C. CORTIAS
College of Business Administration
Lyceum of the Philippines University Cavite Campus

The leadership styles of the academic deans and the commitment of the faculty members to
service quality were investigated in the undergraduate colleges of Lyceum of the Philippines University
Cavite. It tried to answer the following: leadership style of academic deans in LPU Cavite as perceived by
academic deans themselves and its faculty; the level of the facultys commitment to service quality as
perceived by the academic deans and the faculty themselves in terms of organization, customer, work;
and career. It also revealed the significant difference in the perception of the academic deans and faculty
members with the leadership style of the academic deans, as well as the commitment of the faculty as
perceived by the deans and the faculty themselves; if there is an association between leadership style of
the academic deans and commitment of the faculty to service quality; and it also propose a service quality
model for effective service delivery based on the findings of the study. The study is a quantitative research
using descriptive correlational method.
The study used two self-administered questionnaires to gather data from the participants such as
the Academic Deans Leadership Style and Faculty Commitment Survey and the Faculty Response on
Leadership Style and Commitment Survey Questionnaires.
The findings of the study confirmed that the leadership style of the academic deans as perceived
by the academic deans themselves and the regular faculty member is participative leadership style, hence,
there is no significant relationship. Conversely, there is a very high level of organizational and customer
commitment of the faculty as perceived by both of the participants, likewise work and career commitment
is in a high level. Furthermore, there is a significant relationship in terms of organizational commitment.
On the other hand, only work commitment has a significant association with leadership styles. Moreover,
a proposed model for an effective delivery through leadership style was made based on the correlation
of the variables studied.

Keywords: Leadership style, academic deans, faculty commitment to service quality, internal marketing.

INTRODUCTION
Every educational institution wants to achieve utmost performance. This goal requires academic
leaders who would provide the direction and perform tasks successfully. The quality and performance of
academic leaders are the key criteria in deciding organizational success. A university without an academic
deans leadership will not be able to transmute input resources into competitive advantage. Therefore, it
is clear that the leadership style of deans has a close relation to the development of the organization. The
success or failure of an organization lies in the hand of its leaders.
Over the past decade, there has been a lack of attention in the discipline paid to developing strong
academic leaders (Broome, 2013). One of the biggest challenges of academic deans is enacting leadership
in a context where those being led neither believe they need to be led, nor are predisposed to succumb
to administrative policy and procedure dictates (Del Favero, n. d).
 According to Ehrhart (2014), leadership style has influenced the employees behavior, including
their adoption of the firms strategy and organizational values and has been linked to both organizational
outcomes and faculty work performance. While different leadership styles have the ability to influence
faculty members behavior in different ways, academic deans must be attentive to adopt them
appropriately.
On the other end of the spectrum, internal marketing occurs when the top management directs
to its subordinates; it is a management philosophy of treating employees as customers. Hence, how the
management treats an employee reflects in the quality of service that the service providers are delivering
during the actual interaction with customers (Zeithaml, 2014). In service marketing, teaching is a service
that is precisely intangible and inseparable; therefore, the leadership styles of the academic deans may
affect how faculty members commit themselves in providing quality service.
In this light, service quality gaps were also identified in providing the expected service to the
customers. Plenty of models and anecdotal evidence existed such as Parasuraman, Zeithaml, & Berry
(1985), Bain & Co, (2010) and subsequently Zeithaml (2014). One of the gaps is the discrepancy between
development of customer-driven service standards and actual service delivery or performance. The
primary reason why this gap exists is because there is deficiency in human resource policy. Ulrich (2015),
in Harvard Business Review, emphasized that leadership should be the goal of an institution to overcome
the inefficiency of the human resources.
Total customer satisfaction is one of the objectives of any organization. This is achieved by raising
expectations and delivering performances to match (Kotler & Keller, 2012). In universities where
education is optimized, professors are one of the best assets. Competent professors are integral to the
excellence of colleges because the service provided by such faculty reflect the image of the organization
and affect the customer perceptions of service quality.
Faculty or academic members are unswervingly accountable for face-to-face customer service,
service quality, and customer satisfaction all of which are key to strong performance. Similar to
industrys Frontline employees, they are also faced with a lot of stress levels in facing numbers of
customer, in the case of academics they are the students.
This study investigated the extent to which leadership styles of academic deans influenced the
commitment to service quality of the faculty members in the Lyceum of the Philippines University Cavite.
Based on the results of the study, a service quality model on internal marketing for effective service
delivery through leadership was proposed.

Statement of the Problem

The main purpose of the study was to investigate the effects of leadership styles of academic
deans on the faculty members commitment to service quality. Specifically, it sought answers to the
following questions: 1. What are the leadership styles of academic deans in LPU Cavite as perceived by:
academic deans; and faculty?; 2.what is the level of the facultys commitment to service quality as
perceived by the academic deans, in terms of: organization, customer, work, and career?; 3. what is the
level of the facultys commitment to service quality as perceived by the faculty themselves, in terms of:
organization, customer, work, and career?; 4. are there any significant differences in the: leadership styles
manifested by the deans and the perceptions of the faculty members and facultys level of commitment
perceived by the deans and the faculty themselves?; 5. is there any association with leadership styles of
the academic deans with facultys level of commitment to service quality?; and 6. what service quality
model can be proposed as a tool for internal marketing for effective service delivery based on the findings
of the study?
 This study determined the leadership styles of the academic deans in all the Colleges with
undergraduate programs of Lyceum of the Philippines University Cavite. The level of faculty commitment
likewise was determined and its relation with the leadership style was verified.
Figure 1 shows the research concept frame that was used in the study. The model was originally
patterned after Clark, et. al. (2009), who proposed the model for leaderships influence on employees
responses. The said model was also used by the researcher in a previous study (Cortias, 2012), wherein
the results showed that intervening variables (such as role clarity and shared customer values) have no
effect on employees commitment to service quality. Moreover, the model shows that the faculty
members commitment to service quality is directly affected by leadership styles.
After gathering and processing information, this was eventually used to propose and establish a
ServQual (Service Quality) model for effective service delivery through leadership and commitment to
quality service in educational institutions.

INPUTS PROCESS OUTPUT

Leadership Styles of the

Academic Deans Descriptive- PROPOSED
Authoritarian (Autocratic) correlational INTERNAL
Participative (Democratic)
methodology on: MARKETING MODEL
FOR EFFECTIVE
Leadership styles of the
SERVICE DELIVERY
academic deans;
THROUGH
and LEADERSHIP STYLES

Commitment of the
Commitment of the
Faculty to: faculty to service
Organization quality
Customer
Work
Career

Figure 1. Conceptual Framework

METHODOLOGY
This section presents the research design and the sampling techniques used in selecting the
participants for the study. It also shows the data gathering procedures, the data analysis and the statistical
treatment employed to achieve the objectives of the study.
Research Design. The study is a quantitative research using the descriptive-correlational method.
The descriptive method was used to identify the leadership styles of the academic deans of undergraduate
colleges of LPU Cavite. It was also used to determine the facultys perception on the leadership styles
manifested by the deans.
On the other hand, the correlation method was used to determine the association between
facultys perception on and the leadership styles manifested by the deans. Furthermore, it was used to
verify the association between the deans leadership style and the faculty members commitment to
service quality.
Sources of Data. The study used two self-administered questionnaires to gather data from the
participants: the Academic Deans Leadership Style and Faculty Commitment Survey and the Faculty
Response on Leadership Style and Commitment Survey.
A total number of four (4) participating deans from the undergraduate colleges of the Lyceum of
the Philippines University Cavite, which are as follows: the College of Arts and Sciences (CAS), the College
of Business Administration (CBA), the College of Engineering, Computer Studies and Architecture
(COECSA), and the College of International Tourism and Hospitality Management (CITHM), and a total
enumeration of all the regular faculty members as of April 2015 of the said colleges were the sources of
data. The College of Allied Medical Sciences (CAMS) was excluded because there was no regular faculty
member identified in the said college.
Table 1 shows the distribution of the regular faculty members of the selected colleges of LPU
Cavite. A total number of four (4) colleges were the sources of data. The second column of the table shows
the total number of estimated participating faculty members, as of April 2015. Subsequently, only 24
regular faculty members were surveyed because of two participants were excluded, one from CAS and
the other, CITHM, because they were no more connected with LPU Cavite. On the other side, most of the
participants came from the College of Arts and Sciences (37.5%) and the least number came from the
College of Business Administration (8.33%). The total percentage of participation of the regular faculty
members from the different colleges is 92.31%.

Table 1

Distribution of regular faculty members in selected LPU Cavite Colleges*

ESTIMATED NO. ACTUAL % OF % OF
COLLEGES
OF PARTICIPANTS PARTICIPANTS PARTICIPATION DISTRIBUTION
CAS 10 9 90 37.5
CBA 2 2 100 8.33
COECSA 7 7 100 29.17
CITHM 7 6 85. 71 25
TOTAL 26 24 92.31% 100%
*From the Human Resource Department of LPU Cavite

Population of the Study.The population considered in the study consisted of the deans of all the
undergraduate colleges of Lyceum of the Philippines University Cavite and the roster of its regular faculty
members as of April 2015.
Sampling Technique. A total enumeration of four (4) academic deans of all the undergraduate
colleges of LPU Cavite consisted the first sources of data excluding the College of Medical Sciences. In
selecting the representative groups of faculty participants, judgement sampling was used. Since the
conduct of the study was during summer 2015, only the regular faculty members, as of April 2015,
qualified as the participants of the study.
 Research Instrument. The researcher used two (2) survey questionnaires that were utilized in the
data collection of the study. Technically, the said questionnaires consisted of same parts and items and
were modified based on the participants, the academic deans and the faculty members.
Academic Deans Leadership Style and Faculty Commitment Survey. Part I of the survey
questionnaire contains statements about leadership style beliefs. The questionnaire was adapted and
revised from the online leadership style self-assessment survey available at http://www.nwlink.
comn/~donclark /leader/survstyl.html. The researcher was given authority by Donald Clark to modify and
further validate the said questionnaire.
While the online version was used to evaluate a leadership style as authoritative, democratic and
free reign, the survey scales used in this study only included the authoritative and participative styles of
leadership. The questionnaire is presented in Appendix B.
The second part contains statements of the faculty members commitment to service quality. It is
divided into organizational, service, work and career commitments. This measured the commitment of all
the regular faculty members as a whole.
Faculty Responses on Leadership Style and Commitment Survey. The faculty members
responses on the leadership style manifested by their deans were measured in terms of facultys
commitment to service quality. This questionnaire is presented in Appendix B.
The facultys commitment to service quality contains 20 statements about organizational, service,
work and career commitments.
Descriptive statistics- frequency counts, relative frequency and weighted means were utilized in
presenting the facultys commitment to service quality.
Frequency and Relative Frequency Count. Frequency was used in tallying responses of
participants and in showing mode of the leadership styles. This was used to answer problem 1. Relative
frequency, on the other hand, was also used to show the mode of the leadership style based on the
population sampled.
The leadership style was correlated with the facultys commitment to service quality. The scores
for the questions under such constructs were added; and point-biserial correlation was used to determine
the degree of relationship that existed among the said paired variables. T-test was used to determine if
the correlation was significant at =5%. T-test for comparing sample means was used to differentiate the
facultys responses on commitment to service quality when they were under the supervision of a
participative and/or authoritative leader.
As defined by Brown (2010), the point-biserial correlation coefficient (symbolized as rpbi) is a
statistic used to estimate the degree of relationship between a naturally occurring dichotomous nominal
scale and an interval (or ratio) scale.
To calculate the rpbi for each item, use the following formula:

A test of association was used to verify if the deans leadership style is directly related to the
facultys commitment to service quality.
Likert scales were used to measure each variable on the ordinal scale; thus, Chi-square test of
association was used in accomplishing the task.
The chi-square test for independence, also called Pearson's chi-square test or the chi-square test
of association, is used to discover if there is a relationship between two categorical variables. The deans
manifestation of leadership style and how this was perceived by the faculty members were tested for
independence. Chi-square test of independence was used to determine this significant association.

Results and Discussion

Academic Deans Leadership Style

A leadership style survey was employed to determine the leadership style used by the
academic deans in the selected undergraduate colleges of LPU Cavite. All four (4) academic deans
have been using participative leadership style as shown in table below.
Table 2
Leadership Style of the academic deans as perceived by themselves
Leadership Style Frequency Percentage
Authoritative 0 0
Participative 4 100
Both 0 0
Total 4 100

Faculty Perceived Leadership Styles of Academic Deans

Faculty members were asked to perceive the leadership style used by their respective
academic deans of the colleges where they belong. Table 3 below shows the results using
counting of frequencies of the responses. Out of 24 regular faculty members, 20 or 83.33%
revealed that their academic deans were using the participative leadership style. On the contrary,
2 or 8.33% perceived an authoritative leadership style; on the other hand, 2 or 8.33% observed
that their academic deans use both authoritative and participative leadership styles.

Table 3
Faculty perceived leadership style of their College Deans
Leadership style Frequency Percentage
Authoritative 2 8.33
Participative 20 83.33
Both 2 8.33
Total 24 100

The next table below presents the difference between academic deans leadership style
and those faculty members perceived. Chi-square test of independence was used to determine
the significant difference in the leadership style manifested by the deans and the perceptions of
faculty members.
The result of Chi-square independent t-test, depicted on Table 4, revealed that there is
no significant difference in the leadership style manifested by the academic deans and the faculty
perceptions on this leadership styles. The mean score of the perception of the academic dean is
4.38 with a standard deviation of .286 which implies that their answers vary from each other. The
faculty perception with an average score of 4.33 with standard deviation of .427 shows that they
have the greatest variability that the answers of the faculty members. Although faculty members
have a higher perception compared to the academic deans, the p-value (.840) indicates that there
is no significant difference with the perceptions of the participants. Hence, how the academic
dean projects his/her image in the college is the same as how the faculty perceived this projection
of images. The decision to accept the null hypothesis is made since the computed value of p is
.840 greater than the t-value of -.203.
Table 4.
Difference between of academic deans leadership styles and the perceptions of the faculty
members

Decision
Type Mean Sd t-value p-value Remarks
Deans 4.28 .286
Not Accept Ho;
Faculty -.203 .840
4.33 .427 significant Reject Ha
Member
Significance Level = 0.05
The results conform to the findings of Belarmino, Dela Cruz, Javier, et. al. (2014) who
studied about the leadership styles of businessmen in Silang, Cavite, which revealed that they
had a democratic leadership style, parallel to those of Ermitao & Manaig (2015) who studied
about the leadership styles of the student leaders in Cavite State University-Silang Campus.
Likewise Cortias (2012) conducted the same study on the effects of bank managers leadership
style on employees commitment to service quality, the results of which revealed that they used
participative leadership styles. This results imply that the academic dean provides a great deal of
direction, but attempts to hear the employees feeling about decisions as well as their ideas and
suggestions. However, Fameronag & Idaosos (2013) said that there is no one best style per se. In
contrast, the other situational theories assume that leaders are capable of adapting and adjusting
their leadership styles to fit the demands of different situations (Williams, 2014).

Faculty commitment to service quality

Academic deans and the faculty members were asked to evaluate the faculty
commitment to service quality that is divided into organization, customer (by service delivery),
work, and career.
Organizational Commitment as Perceived by the Academic Deans. Table 5 displays the
level of organizational commitment of the faculty members as perceived by the academic deans.
The academic deans response to statements 1 and 2 have weighted means of 4.50 and 4.25 with
standard deviations of .577 and .500, respectively, in which they have strongly agreed,
equivalent to a very high level of commitment. It implies that as per the perception of the
academic deans the faculty members understand how important their job is to accomplish the
organizations goals and objectives that lead to where the vision is going to. In contrast, the
academic deans are neutral with their answer on the statement They would just be unhappy
working for a different organization if the work were similar. This might be because the
statement is more personal and that the faculty members can only answer it. Moreover, results
shown on Table 7 revealed that as per the perception of the academic deans, the faculty
members have a high level of organizational commitment in providing quality service to the
students.
Table 5
Organizational commitment of the faculty as perceived by the academic deans
Level of
Organizational Commitment Items Mean Sd Remarks
Commitment
Very high
1. They understand how their job contributes Strongly
4.50 .577 level of
to the organizations goals and objectives. Agree
Commitment
Very high
2. They have a good understanding of where Strongly
4.25 .500 level of
the organization is going. Agree
Commitment
3. They are proud to tell others that they are High level of
4.00 0 Agree
part of this organization. commitment
4. They are willing to put a great deal of extra
High level of
effort to help this organization be 4.00 0 Agree
commitment
successful.
5. They would just be unhappy working for a
different organization if the work were 3.25 .50 Neither Neutral
similar
High level of
4.00 .283 Agree
commitment

This implies that academic deans feel the sense of loyalty of their faculty members. This
feeling supersedes their perception that they are making great contributions to the success of
the university. Yet, academic deans may still encourage faculty members and look for ways to
make them feel that they are part of the institution, and that their organizational commitment
in providing quality service is important to achieve the universitys goals and objectives.
Organizational Commitment as Perceived by the Faculty Members. Organizational
commitment plays a very important role in determining whether a faculty member will stay with
the organization. Table 6 shows the level of organizational commitment of the faculty members
as perceived by the faculty themselves. Most of the faculty members have mean scores from
4.54 to 4.83 on statements 1 to 4. These scores mean that they strongly agree with them and
that they have a very high level of commitment. Furthermore, the statement no. 5, which the
academic deans found to neither agree nor disagree, had a weighted mean of 3.63 with a
standard deviation of 1.209 meaning that they agreed with the statement with a high level of
commitment.

Table 6
Organizational commitment of the faculty as perceived by the faculty themselves
Level of
Organizational Commitment Items Mean Sd Remarks Commitment
 1. I understand how my job contributes
Strongly Very high level
to the organizations goals and 4.83 .381
agree of commitment
objectives
2. I have a good understanding of Strongly Very high level
4.54 .588
where the organization is going. agree of commitment
3. I am proud to tell others that I am Strongly Very high level
4.79 .509
part of this organization. agree of commitment
4. I am willing to put a great deal of
Strongly Very high level
extra effort to help this organization 4.67 .565
agree of commitment
be successful.
5. I would just be unhappy working for a
1.20 High level of
different organization if the work was 3.63 Agree
9 commitment
similar
Strongly Very high level
4.49 .493
agree of commitment

This implies that faculty members are likely to stay with the institution they are in. In
contrast, according to Breiding, A. & OMeara, K. (2013), on their research regarding
organizational commitment and faculty retention, of all their faculty participants, 27.3%
indicated that they were likely to leave the university within the next two years (22.9% likely and
4.5% definitely).
Customer Commitment as Perceived by the Academic Deans. Table 7 presents the level
of customer commitment of the faculty through service delivery as perceived by the academic
deans. The majority of the participants agreed with the statements 6 to 8 which is about the
prioritization of customer satisfaction, reputation of the institution in teaching industry, and that
the organization responds well to the customers changing needs. Their answers does not vary at
the standard deviation of 0. Furthermore, it implies that according to the academic deans
perception, the faculty members have a high level of customer commitment as shown by the
4.15 mean.

Table 7
Customer commitment of the faculty as perceived by the academic deans
Customer Commitment Level of
Mean Sd Remarks
(Service Delivery) Items Commitment
6. They think that this institution prioritizes High level of
4.0 0 Agree
customer satisfaction. commitment
7. They look at the organization with one of High level of
4.0 0 Agree
the best reputations in teaching industry. commitment
8. They believe that the organization High level of
responds well to customers when their 4.0 0 Agree commitment
needs change.
 9. They are encouraged to be creative and Strongly Very high level
4.25 .50
innovative to meet the customers needs. Agree of commitment
10. Rules and procedures enable them to Strongly Very high level
4.50 .577
meet the customers requirements. Agree of commitment
High level of
4.15 .191 Agree
commitment

Customer commitment as perceived by the faculty members. Table 8 shows the level of
customer commitment as perceived by the faculty themselves. The majority of them strongly
agree with 4.33 to 4.50 weighted mean with standard deviation above the mean ranging from
.565 to .721. These remarks are interpreted with a very high level of commitment. Furthermore,
it specifically implies that the faculty members are committed in providing quality service to their
clientele.
Table 8.
Customer commitment as perceived by the faculty themselves

Customer Commitment (Service Level of

Mean Sd Remarks
Delivery) Items Commitment

6. Customer satisfaction is a priority in my Strongly Very high level of

4.37 .711
organization. Agree commitment
7. My organization has one of the best Strongly Very high level of
4.54 .721
reputations in the industry. Agree commitment
8. My organization responds well to High level of
4.17 .702 Agree
customers when their needs change. commitment
9. I am encouraged to be creative and Strongly Very high level of
4.50 .590
innovative to meet my customers needs. Agree commitment
10 Rules and procedures enable me to meet Strongly Very high level of
4.33 .565
my customers requirements. Agree commitment
Strongly Very high level of
4.38 .565
Agree commitment

Work Commitment of the Faculty as Perceived by the Academic Deans. Work

commitment has been defined as the relative importance between work and ones self. Work
commitment is seen as being constructed of a person's adherence to work ethic, commitment to
a career/profession, job involvement, and organizational commitment (Redmond & Carter,
2015). Table 9 shows the work commitment of the faculty as perceived by the academic deans.
Most of the academic deans agree that the faculty members have a high level of work
commitment with mean scores from 3.25 to 4.0. This implies that the faculty members as
perceived by their superiors have a high level of work commitment. The third statement Their
work is considered central to life has a mean score of 3.25 with a standard deviation of 0.500
which is neither agree nor disagree. In contrast, Ayele, D (2014) found out that faculty members
have low commitment to their job.
Table 9
Work commitment of the faculty as perceived by the academic deans
Level of
Work Commitment Items Mean Sd Remarks
Commitment
11. The major satisfaction in High level of
their life comes from their 3.75 .956 Agree commitment
job.
High level of
12. They live for their job. 3.5 1.00 Agree
commitment
13. Their work is considered Neutral
3.25 .500 Neither
central to life.
14. They have very strong ties High level of
with their present job commitment
4.0 .816 Agree
which would be very
difficult to break.
15. Most of their interests High level of
3.5 .577 Agree
are centered on their job. commitment
High Level of
3.6 .693 Agree Commitment

Work Commitment of the Faculty as Perceived by the Faculty Themselves. The

perceptions of the faculty members were likewise rated by themselves. Table 10 presents the
work commitment of the faculty to service quality. With weighted means of 3.71 for statement
11, 3.46 for statement 13, 3.83 for statement 14, and 3.75 for statement 15 observed the faculty
all agree on these items with a high level of commitment. Furthermore, statement no. 12 has a
mean score 3.29 with a standard deviation .999 which is equivalent to neither agree nor
disagree. This suggests that the faculty is committed to their work, but they are uncertain about
feeling that they live only for their jobs.

Table 10
Work commitment of the faculty as perceived by the faculty themselves

Level of
Work Commitment Items Mean Sd Remarks
Commitment

11. The major satisfaction in my High level of

3.71 .806 Agree
life comes from my job. commitment
12. I live for my job. 3.29 .999 Neither Neutral
13. Work should be considered High level of
3.46 .932 Agree
central to life commitment
14. I have a very strong ties High level of
3.83 .637 Agree
with my present job which commitment
 would be very difficult to
break.
15. Most of my interests are High level of
3.75 .737 Agree
centered on their job. commitment
High level of
3.61 .714 Agree
commitment

Career Commitment as Perceived by the Academic Deans. Table 11 shows the career
commitment of the faculty as perceived by the academic deans. Most of the participants
answers on the statements about the faculty commitment reveal an agree remarks which
corresponds to a high level commitment. Statement 19, however, which states that, If they
could get another job different from being an educator, and paying the same amount, they would
probably take it. has a mean score of 2.75 and a standard deviation of .50 which matches up
with an answer of neither agree or disagree. This implies that the academic deans are not sure
about the commitment of the faculty to teaching. One of the possible reasons is that the teaching
profession requires more attention, effort and time compared to other jobs.
Table 11
Career commitment of the faculty as perceived by the academic deans

Career Commitment Items Mean Sd Remarks Level of

Commitment
16. Pursuing their career is important to High Level of
4.0 0 Agree
their self-image. Commitment
17. They know where their career is High Level of
4.0 0 Agree
going. Commitment
18. They would recommend their High Level of
4.0 0 Agree
profession as a rewarding career. Commitment
19. If they could get another job different
from being an educator, and paying
2.75 .50 Neither Neutral
the same amount, they would
probably take it.
20. If they had all the money needed
without working, they would High Level of
3.5 1.0 Agree
probably still continue to work in Commitment
teaching profession.
High Level of
3.65 0.300 Agree
Commitment

Career Commitment of the Faculty Members as Perceived by the Faculty Themselves.

Table 12 reveals that the faculty has a high level of career commitment as evidenced by thereof.
The faculty strongly agree, with a mean score of 4.33 and a standard deviation of .637, with the
statement that say they know where their career is going, they would recommend their job
as a rewarding career, with a mean of 4.42 and a standard deviation of .654, and if they had all
the money needed without working, they would probably still continue to work in the teaching
profession, with a mean score of 4.21 and a standard deviation of 1.02. Yet when they were
asked if they could get another job different from being an educator, and paying the same
amount, would they probably take it, their response has a mean score is 3.08 which is neither
agree or disagree. This implies that even if the faculty members have a high level of career
commitment, there is still a chance of changing careers.
Table 12

Career commitment of the faculty as perceived by the faculty themselves

Level of
Career Commitment Items Mean Sd Remarks
Commitment
16. Pursuing my career is important to my High level of
4.17 .702 Agree
self-image. Commitment
17. I know where my career is going. Strongly Very high level of
4.33 .637
Agree Commitment
18. I would recommend my profession as Strongly Very high level of
4.42 .654
a rewarding career. Agree Commitment
19. If I could get another job different
from being an educator, and paying
3.08 1.139 Neither Neutral
the same amount, I would probably
take it.
20. If I had all the money needed without
working, I would probably still 4.208 1.020 Strongly Very high level of
continue to work in teaching 3 62 Agree Commitment
profession.
High level of
4.04 .524 Agree
commitment

The result is supported by Malena (2013) who emphasized that the teacher self-efficacy
and career satisfaction both predict career commitment to teaching. In this light, the self-efficacy
and career satisfaction must be considered by the academic deans in leading their faculty
members.
Faculty Commitment to Service Quality as Perceived by the Academic Deans. Table 13
shows the level of commitment of the faculty members as perceived by the academic deans. The
results reveal that faculty members have a high level of commitment in providing quality service
to the students as shown by the highest average mean score of 4.15 for customer commitment.
Likewise, the faculty members have a high level commitment to the organization proven by the
average mean score of 4.00 for organizational commitment. This means that just as the academic
deans, perceived, the faculty members feel a sense of loyalty to their workplace. They believe
that it is their obligation to be loyal and that it is only sensible to be part of LPU Cavite.

Table 13
Commitment of the faculty to service quality as perceived by academic deans

Faculty Commitment Mean Sd Remarks Level of Commitment

Organization 4.00 .283 Agree High Level of Commitment

Customer 4.15 .191 Agree High Level of Commitment
Work 3.6 .693 Agree High Level of Commitment
Career 3.65 0.300 Agree High Level of Commitment

On the other side, while all other commitment variables show a high level of commitment,
the lowest were career (with =3.65) and work (with =3.6) commitment variables. According
to Iqbal, S., Raffat, S.K, Sarim, M., & et. al (2014), there is a strong relationship between career
commitment and employee performance. The correlation between them has significantly
important for the outcome of any organization with great positive response and performance of
employees committed by its organization. Furthermore, work commitment is said to be having
the lowest mean score, this is because the academic deans find the statement, Their (faculty)
work is considered central to life, neither agree nor disagree. This implies that the observation
of the academic deans to the facultys work commitment is that it is not their only priorities in
life, hence, they must also manage other personal aspirations.
Commitment to service quality as perceived by the Faculty Themselves. The faculty
members were asked about their commitment to providing quality service through the items
which were divided into organization, customer, work and career.
Table 14 exhibits the faculty responses to the level of their commitment to service quality
variables. A high level of commitment was interpreted for work commitment, with a mean score
of 3.61 and a standard deviation of .524, and for career commitment, with a mean score of 4.04
and a standard deviation of .524. This conforms to the academic deans responses on work and
career commitment, but there is a slight difference with work commitment, being the least, is
that the faculty members find it neutral when they responded to the statement I live for my job
under work commitment. This implies that work commitment of the faculty members should
conforms to their work-life balance. According to Earl (2015), emphasizes that it hard to find
some sort of work-life balance for educators, also, the most challenging point is making time for
oneself and family at the same time. Majority of the faculty members, irrespective of colleges,
schools and universities, feels the same way. It is then important to balance work with family and
personal life.
Furthermore, it also infers that the faculty members have a very high level of
commitment to the organization, with a mean score of 4.50 and a standard deviation of .493,
and customers (through service delivery), with a mean score of 4.38 and standard deviation of
.565.
Table 14
Faculty Commitment to Service Quality

Faculty Commitment Mean Sd Remarks Level of Commitment

Organization 4.50 .493 Strongly agree Very high level of commitment

Customer 4.38 .565 Strongly agree Very high level of commitment
Work 3.61 .714 Agree High Level of Commitment
Career 4.04 .524 Agree High Level of Commitment

The result was also supported by Fameronag & Idaosos (2013) that teachers demonstrate
commitment to their current schools. Therefore, as they are committed to providing quality
service, they make teaching their first priority. This congruent to what Hashim & Mahmood (n.d)
added that academic staff in public universities in Malaysia have a higher level of commitment
to service quality.
Difference between the Perceptions of the Deans and the Faculty Members on Faculty
Commitment. The result of chi-square independent test, depicted on Table 15, reveals that there
is no significant difference in the customer, work and career commitments as perceived by the
academic deans and the faculty members.

Table 15

Difference between the perceptions of the deans and the faculty members on faculty
commitment
T-
Commitment Group Mean Sd P-value Remarks Decision
value

4.00 .283 Reject Ha

Organizational Dean -2.074 .048 Significant Accept Ho
Faculty 4.53 .496
Dean 4.15 .191 Accept Ha
Not Reject Ho
Customer Faculty -.861 .397
4.39 .548 significant
Dean 3.60 .693 Not Accept Ha
Work Faculty .000 1.000 Reject Ho
3.60 .700 significant
Dean 3.65 .300 Not Accept Ha
Career Faculty -1.637 .114 Reject Ho
4.11 .540 significant
Not Accept Ha
Average -1.143 .390 Reject Ho
Significant

On the other hand, the numerical figures reflect that the organizational commitment of
the faculty has a significant difference at a t-value of -2.074 and p-value of 0.048. Despite this,
the average t-value of -1.143 and the p-value 0f .390 show that the perceptions are not different.
The null hypothesis is therefore rejected and the alternative hypothesis rejected.
Leadership Styles and Commitment to Service Quality
The leadership styles of the academic deans were correlated to the commitment of the
faculty to service quality (see Table 16). The commitment variables on organization, customer
and career do not significantly correlate with the leadership styles of the academic deans. On the
other hand, only work commitment correlates with the perceived leadership style with p-value
of .013 against a chi-square value of .960. Furthermore, the result of the study implies that the 2
faculty members who perceived academic deans to be authoritative tend to have a very high
level of work commitment as compared to those 19 faculty members who perceive academic
deans who are participative. The result implies that the faculty members who perceived
academic deans with participative style, tend to have a high level of work commitment, while
very few of them have a very high level of work commitment

Table 16

Relationship between academic deans leadership styles and faculty Commitment

Chi-square P-value Remarks Decision
Accept H0
Organization .960 .327 Not significant
Reject Ha
Accept H0
Customer 1.600 .206 Not significant
Reject Ha
Reject Ho
Work 6.171 .013 Significant
Accept Ha
Accept H0
Career 1.200 .273 Not significant
Reject Ha
Reject Ho
Average 2.483 .613 Not significant
Accept Ha
*Correlation is significant at the 0.01 level
There is therefore no relationship that exists between the academic deans leadership
styles and faculty commitment as shown by the chi-square 2.483 compared with p-value .613.
The null hypothesis is accepted.
Proposed Model for Internal Marketing for Effective Service Delivery
Subsequently, the results of inquiry through statistical methodologies became the basis
for a proposed internal marketing model for an effective service delivery.
The correlated variables. Figure 2 shows the results of the variables correlated showing
that the leadership styles have a significant relationship with the work commitment of the faculty
members with a chi-square value of 6.17. Among the categories of leadership styles, participative
leadership style was practiced by LPU Cavites academic deans.
 FACULTY
COMMITMENT

Organizational 4.249 VHL

ACADEMIC

SERVICE QUALITY
.960 Commitment
DEANS
LEADERSHIP
1.60 4.265 VHL
STYLE Customer Commitment
Participative 6.17
1 3.605 HL
Work Commitment
Authoritative 1.20

3.845 HL
Career Commitment

Figure 2. The correlated variables

Furthermore, although work commitment has a significant relationship with leadership
style, other commitment variables have a substantial level of commitment to service quality. The
average responses of the participants implies that organization (4.249) and customer (4.27)
commitment variables have a very high level of commitment to service quality, likewise, work
commitment (3.605) and career commitment (3.845) have a high level of commitment to service
quality.
The Proposed Model. A customer gap exists between customer expected and perceived
service. This was recognized by Richard (2010), Craven (2012), Zeithaml (2014) and the reason is
ineffective service delivery. In line with this, the results of the study depicted in Figure 2 became
the basis of a proposed model of internal marketing for effective service delivery (Figure 3). The
participative leadership style is the normal style that the academic deans employ in leading their
faculty members. This leadership style involves consulting them (faculty) for their suggestions
and inputs before making decisions. Participation in decision making should help followers
understand which goals are most important and clarify the paths to accomplish them. This was
supported by William (2015), in which he confirmed that when people participate in decisions,
they become more committed to making them work. This infers that participative leadership
style has a significant effect to the work commitment of the faculty members.
The organizational and customer commitment variables, even though they are not
directly affected by the leadership styles of the academic deans, are characterized with a very
high level of commitment to service quality. This is supported by Ramasamy (2010) when he
mentioned that the employee involvement depends on the motivation level of an individual. He
then identified three types of employee behavior, 10% are difficult to improve, 80% are fence
sitters, and 10% are top-notch-self-actualized. The faculty participants in this study, which is
limited to the regular faculty members, may fall into the category of top-notch-self-actualized
behavior because in order to becoming a regular employee entails hardship, dedication and
commitment to quality. On the other side, career commitment is characterized with a high level
of commitment. Since teaching is identified as one of the greatest professions, in order to deliver
an effective service performance, a faculty member must be committed and proud of being an
educator.

Figure 3. A Proposed Internal Marketing Model for Effective Service Delivery

Lastly, when the academic deans direct and interrelate with the faculty members, this
process is called internal marketing, a management philosophy of treating employees as if they
are customers; in this case, they are the internal customers. These internal customers will now
perform their services to the external or final customers; we call this interactive marketing. By
means of following the service designs or the standards of the institution upon service delivery,
the expected result will be effective. Additionally, customer gap will be filled out and the
expected service will be met by the service providers (faculty members). Afterwards, with
expectations met, the feedback of the service provided to the academic deans will be positive.
 REFERENCES

Alencar de Farias, Salomo (2010). Internal Marketing (IM): a literature review and research
propositions for service excellence. BBR - Brazilian Business Review, 7 (2) pp. 99-115
Asgari, Mohammad R (2014). The effect of leadership style on employees commitment to service
quality in bank Melli Branches of Isfahan. Kuwait Chapter of Arabian Journal of Business
and Management Review. 3 (12)
Bain & Company (2010). Closing the delivery gap. Retrieved from http://bain.com
/bainweb/pdfs/cms/hotTopics/closingdeliverygap.pdf
Belonio, Rochelle Joy (2012). The effect of leadership style on employee satisfaction and
performance of bank employees in Bangkok. GSBE Journal. Retrieved from
http://www.graduate.au.edu/gsbejournal/Journals/Dec2012/Rochelle.pdf
Breiding, A. & OMeara, K. (2013). Organizational commitment and faculty retention research
brief. College Park, MD: University of Maryland ADVANCE Program
Broome, M. E. (2013). Self-reported leadership styles of deans of baccalaureate and higher degree
nursing programs in the United States. Retrieved from http://www.ncbi
nlm.nih.gov/pubmed/24267926
Brown, James Dean (2010). Point-biserial correlation coefficients. Shiken: JLT Testing & Evlution
SIG Newsletter. 5 (3) pp. 13 - 17
Bruin, J. (2015). Newtest: command to compute new test. UCLA: Statistical Consulting Group.
Retrieved from http://www.ats.ucla.edu/stat/stata/ado/analysis/
Cherry, Kendra (2015). What is democratic leadership? Retrieved by http://psychology.
about.com/od/leadership/f/democratic-leadership.htm
Cheung F.Y. Millissa & To, W.M., (2010), Management commitment to service quality and
organizational outcomes. Managing Service Quality. 20 (3), 259 272.
Control Concepts International (n.d). Factors of leadership. Retrieved from
http://www.ccijax.com/action/index.php/main/index-single/factors_of_leadership/
Cortias, Vincent C. (2012). Bank managers leadership style on employees commitment to
service quality. Cavite State University Saliksik, 1 (1), 4
Craven, Robert (2012). Customer is king: how to exceed their expectations. Retrieved from
https://books.google.com.ph/books?id=1oXwaaClYPAC&pg=PR4&lpg=PR4&dq=customer
+is+King+publication&source=bl&ots=NEpfq8IYh&sig=rh3hMM2JuoBdxenWVsq8ML91cx
o&hl=fil&sa=X&ved=0CDIQ6AEwA2oVChMI37b8kuaJxwIViaaUCh3jrwpx#v=onepage&q=c
ustomer%20is%20King%20publication&f
Craven, Robert (2014). The service delivery gap you are missing. Retrieved from
https://www.linkedin.com/pulse/20140602114924-13943480-the-service-delivery-gap-
you-are-missing
Del Favero, Marietta (n. d). The academic dean - typical characteristics of academic deans, career
path to the academic deanship. Retrieved from http://education.stateuniversity
.com/pages/1722/Academic-Dean.html
Dubrin, A. J. (2013). Leadership. Fundamentals of Management Philippines: Cengage Learning
Asia Pte Ltd.
Earl, Hayley (2015). How to balance work with family life: a teachers survival guide. Retrieved
from www.theguardian.com/teacher-network/2015/mar/work-life-balance-teacher-
survival-guide
Ehrhart, M. G. (2014). Leadership and procedural justice climate as antecedents of unit level
organizational citizenship performance. Personnel Psychology, 57-94.
Fareed, K. A. (2015). Autocratic leadership style versus participative leadership style. Retrieved
by http://fareedsiddiqui.expertscolumn.com/article/autocratic-leadership-style-versus-
participative-leadership-style-1
Fogel, Elaine (2012). The importance of internal marketing. Retrieved from
http://elainefogel.net/2012/05/15/the-importance-of-internal-marketing/
Grimsley, Shawn (2015). Participative leadership style: definition, theory & examples. Retrieved
by http://study.com/academy/lesson/participative-leadership-style-definitio n-theory-
examples.html
Gronroos, C. (2011), Service management and marketing: Managing the moments of truth in
service competition. Lexington, MA: Lexington Books.
Kotler, P. & Keller K. L. (2012). Marketing management. (14th ed.) One Lake Street, Upper Saddle
River, New Jersey 07458: Pearson Education Inc.
Lukas, B. & Maignan, I. (2012), Striving for quality: The key role of internal and external
customers. Journal of Market Focused Management, Vol.1, pp.175-187
Lux, D., Jex, S. & Hanasen, C. (2011), Factors influencing employee perceptions of customer
service climate. Journal of Market Focused Management, Vol.1, pp.65-86.
Malena, King-Jones (2013). Career commitment of teaching nurse faculty. State University of New
York at Buffalo. Retrieved from http://gradworks.umi.com /35/65/3565774.html
Management Study Guide (n.d). Trait theory of leadership. Retrieved from http://manage
mentstudyguide.com/trait-theory-of-leadership.htm
Mat, Jomari (2010). The influence of leadership style on internal marketing in retailing. Published
Thesis, University of Stirling. Retrieved from http://storre.stir.ac.uk/
bitstream/1893/2153/1/Thesis%20for%20Submission%2014-11-2009.pdf
McShane & Glinow (2015). Path-goal leadership styles. Organizational behavior: emerging
knowledge, global reality (7th ed. Global Edition). Singapore: McGraw-Hill Education
Memari, N., Mahdieh, O., & Marnani, A. (2013). The impact of organizational commitment on
employees job performance. Interdisciplinary Journal of Contemporary Research in
Business, 5 (5), 164
Mind Tool (2015). What is leadership? Retrieved from http://www.mindtools.com/
pages/article/newLDR_41.htm
Oldfield, B. & Baron, S. (2012). Student perceptions of service quality in a UK university business
and management faculty. Quality assurance in education, Vol. 8 Iss: 2, pp.85 - 95
Radja, J., Tawe, A., Rijal, S., et. Al (2013). Effect quality of work life and organizational
commitment towards work satisfaction in increasing public service performance (a study
of license of founding building service in Makassar City). International Knowledge Sharing
Platform, 3 (12)
Ramasamy, S. (2010). Total quality management (McGraw-Hill International Edition): Tata
McGraw-Hill Publishing Company Limited, New Delhi.
Schofield, Tara (2015). What is internal marketing? - definition & examples. Retrieved by
http://study.com/academy/lesson/what-is-internal-marketing-definition-examples. html
Study.com (2015). Organizational commitment definition theory and types. Retrieved from
http://study.com/academy/lesson/organizational-commitment-definition-theory-
types.html
Surden, Esther (2015). For 2015, New Jersey tech execs answer: what is your personal definition
of leadership? Retrieved from http://www.njtechweekly.com/art/2543-for-2015-new-
jersey-tech-execs-answer-what-is-your-personal-definition-of-leadership/
Ulrich, Dave (2015). A new mandate for human resources. Retrieved from
https://hbr.org/2015/01/a-new-mandate-for-human-resources
Williams, Chuck (2015). What is leadership? MGMT 8 Principles of Management (8th ed.), USA:
South-Western Cengage Learning.