TDNet Discover

This quantitative study explored the relationship between employee perceptions of professional development and organizational capacity across 31 North Carolina community colleges. Grounded in career adaptability theory and organizational development theory, the study examined how professional development relates to institutional structure, supervisory relationships, teamwork, and student focus—four key components of organizational climate. Secondary data were drawn from the PACE Climate Survey, with responses from 5,855 employees collected between 2019 and 2023. Multiple regression analysis was used to examine whether professional development predicted each of the four climate factors. Results indicated statistically significant predictive relationships in all models, with the strongest effect for institutional structure (β = .471, p < .001). The second research question used MANOVA and ANOVA to explore demographic differences. While effect sizes were small, statistically significant differences emerged. For instance, professional development scores varied by age group (F = 6.19, p < .001, η² = .005), with respondents aged 60 or older reporting the highest mean score (M = 3.94). Additionally, perceptions differed by employment status (F = 54.13, p < .001, η² = .009), with part-time employees scoring higher than full-time employees. Faculty members reported significantly lower perceptions of supervisory relationships and teamwork than staff or administrators, underscoring potential disconnects in climate. Despite modest effect sizes, these findings affirm the importance of inclusive and responsive professional development strategies. This study contributes to the literature on leadership and institutional improvement in higher education and offers empirical evidence to support targeted professional learning initiatives in community colleges.