Chapter 1 4 Lenneil

NATIONAL TEACHERS COLLEGE
Chapter 1
THE PROBLEM AND ITS BACKGROUND
Introduction
The idea of Corporate Social Responsibility was introduced by Howard Bowen in
1953 which he defined as the “obligations of businessmen to pursue those policies, to make
those decisions, or to follow those lines of action which are desirable in terms of the
objectives and values of our society”. This emphasized that an entity's obligations go
beyond merely seeking profits in which they must put weight on the societal implication
of their business actions and make decisions that aligns with the values and goals of society,
to further foster the well-being of its society. Furthermore, corporate social responsibility
has far-reaching effects on a company's reputation, stakeholder relationships, risk
management, employee satisfaction, and long-term business viability. Based on the Global
RepTrak 2020 study of The RepTrak Company, companies’ reputation rises not because
of the products or services they offer but their stances about critical societal matters, which
provides them with a competitive advantage. As businesses continue to recognize the
importance of CSR, its influence on corporate strategies and decision-making is likely to
grow, shaping a more socially and environmentally conscious business landscape. As the
societal expectations of businesses continuously evolves, so does the increase in demand
for ethical and socially responsible behavior. Consumers and other stakeholders now
expect companies to contribute
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positively to the communities in which they operate. Addressing the evolving
expectations of society towards business and students requires a strategic and
comprehensive approach as they are also subject to public perception and engagement.
Consequently, efforts were made by different sectors and organizations to adapt to these
changes.
In the Philippines, CSR practices are often guided by general corporate laws,
business regulations and ethical principles. Additionally, in 2020, the House of
Representatives approved the House Bill 6137 or the proposed “Corporate Social
Responsibility Act” which aims to encourage companies to participate in a fostering a
socially responsible community through CSR-related activities which include charitable
programs and projects, scientific research, cultural or education promotion, social welfare,
and environmental sustainability, among others. Being part of the business community,
higher education institutions (HEI) are not relieved from such responsibility which is
commonly manifested in a form of community extension.
The Commission on Higher Education (CHED) mandates the HEIs to perform the
trifocal functions of the following: instruction, research, and community extension. It also
expressed its support for HEIs’ conduct of relevant and responsive research, development
and extension activities through its Relevant and Responsive Research, Development and
Extension (RDE) program which strive for improved productivity and livelihood, women
empowerment, poverty alleviation, peace promotion, and disaster risk reduction by means
of obtaining, adapting, sharing, and applying new knowledge and technology.
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A commitment to CSR can have a profound impact on a company's or educational
institution's brand image, reputation, and relationships with consumers. By aligning with
social and environmental values, being transparent, and consistently engaging in
responsible practices, companies and educational institutions can build trust and loyalty
among consumers and stakeholders. As most studies focus more on analyzing CSR and its
effect in the non-academic sectors, the research study aims to contribute in the
understanding of the integration of CSR in academic institutions by determining the CSR
initiatives and programs present in, particularly, National Teachers College, and measuring
its effect on its consumers’ perception and behavior - particularly, the enrollment dynamics
within the School of Business.
A study by Agile Data Solutions (2023) found that 64% of Filipinos are taking part
in “woke” discussions that aim to raise awareness about existing social problems.
Moreover, 43% call for an individual's or organization's accountability by means of “cancel
culture”. Besides that, the “woke culture” has also positively influenced the purchasing
behavior of the Filipino consumers as they highly consider a brand's values and integrity,
prior to buying products or availing services. In addition, 44% or almost half of the
consumers prefer to “support brands that share my values and promote social justice”. The
growing importance of demonstrating the heart for the welfare of society prompted the call
for social responsibility not only for individuals but also for corporations which is
encapsulated in the concept of corporate social responsibility
Background of the Study
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Corporate social responsibility is a form of business self-regulation, aimed to hold
businesses accountable to society and improve the lives of those they touch. CSR explains
how a business uses social and environmental initiatives to improve the health of
communities and society as it may have a significant influence on how consumers and
target audiences view brands. It might also aid in luring in workers and financiers who
value the CSR objectives that a business has set out (Reckmann, 2023). CSR initiatives are
essential for drawing in new clients, as the company's reputation, principles, and social and
environmental activity all have a big impact on their decision to buy (Fernando, 2023).
Schools are renowned for being locations where students can acquire information
and experience, as well as platforms for encouraging positive and healthful lifestyles,
which include exposing and modeling good corporate social responsibility. A company
with a good reputation may draw in students who respect socially conscious businesses and
wish to be affiliated with establishments that place a high priority on moral behavior.
Students who attend a school which shows a commitment to social responsibility and
shares their beliefs may be more inclined to stay in that institution. (Ogunmokun & Timur,
2020) In their decision-making, students—especially those from younger generations—are
giving social and environmental concerns more weight. Socially conscious students' values
are aligned with those of institutions that exhibit a commitment to CSR, which influences
enrollment decisions (Mengelsman, 2019).
Initial studies on CSR focused on the corporate side. This study aims to know the
level of awareness of the current enrollment population, the educational institutions’ CSR
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initiatives and its impact on the enrollment population of the school and their desire to
enroll.
Literature Review
Corporate Social Responsibility
Corporate Social Responsibility plays a significant role in shaping the landscape of
educational institutions, fostering a positive impact on both the institutions themselves and
the broader community. CSR in educational institutions involves initiatives and practices
that go beyond the core educational mission, extending into social and environmental
responsibilities. Educational institutions that embrace CSR contribute to the development
of socially responsible citizens. By integrating ethical values, sustainability, and
community engagement into their curricula, these institutions equip students with a broader
understanding of their roles in society and the importance of ethical behavior in
professional and personal life.
Over the years, there has been a concentrated study about the importance of
corporate social responsibility in the development of the various sectors in the society.
Particularly, in the business perspective, numerous studies have been conducted that found
the affirmative relationship between CSR and a firm's financial performance (Coelho, et
al, 2023; Yang, et al, 2019). In addition to that, results from the study of Dr. Islam, et al
(2020) revealed that corporation's CSR initiatives are positively and significantly linked
with customer trust, customer reputation, and customer satisfaction, which also affects
customer loyalty. Such affirmative linkages further emphasize the importance of
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integrating corporate social responsibility in the core functions of the businesses as a value-
adding strategy that enhances its competitive advantage (Dr. Islam, et al, 2020; Gaio &
Henriques, 2020).
Corporate social responsibility (CSR) in education comes in the form of private
investment in educational infrastructure with the aim of developing the human capital of
the society. Even though many have the opinion that the provision of universal equitable
education is the sole role of the government of the day, others also believe complete access
and quality of education comes from the contribution of private entities. However, issues
relating to access and quality of education, inadequate teaching and learning materials,
quality of both teaching and non-teaching staff, the motivation of educational workers,
irrelevant curriculum, high illiteracy, and joblessness are still very much alive and can
affect the growth and development potential of countries. As a result of this, governments
and, for that matter, the corporate sector work together to strengthen the education sector
to create a win-win situation for all stakeholders. It is with this view that this chapter has
been written where it assesses the contributions of CSR activities in the education sector
in developed and developing countries (Fusheini, K., Alfa, A.A., Salia, H., Kumasey, A.S.,
2021).
Educational bodies now have the social responsibility to introduce the principles of
corporate (or business) social responsibility (CSR) to new generations. This, however, can
be done more effectively and more willingly if the principles of CSR are included in its
goals, in the same way as is proposed in the business world. According to Burgos &
Carnero (2019), one of the prioritized objectives of educational bodies involves the
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introduction of CSR into the area of education, i.e. life-long learning to acquire values,
knowledge, and skills that will help people find new solutions to social, economic, and
environmental problems affecting the global long-term goal of the United Nations. Besides
that, it also includes defending a development model that can combine economic
dynamism, progress and social justice, equity and a high degree of environmental
protection. Further highlighting the importance of the penetration of CSR in the educational
sector, Galvão, A., Mendes, L., Marques, C., & Mascarenhas, C. (2019) suggest that a
better understanding of the relationship between corporate social responsibility orientation
and its predictors has significant implications for various stakeholders, given that the future
of corporate social responsibility depends on the upcoming generations' attitudes. Aside
from this, it is also vital to conduct thorough related studies that encourage them to shift
into a more positive perspective towards CSR.
Higher Education Institutions (HEIS) have been playing an important role in
transforming societies through the educational and professional preparation of leaders,
decision-makers, entrepreneurs, and scholars who operate at, study, and interpret
organizations (Dagiliūtė et al., 2018). In the performance of such a relevant social role,
HEIS have been considering issues that involve sustainability and sustainable
development, as well as CSR (Dagiliūtė et al., 2018).
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Economic responsibility
The International Pyramid Model of CSR is the result of Masoud’s adjustment of
Carroll’s CSR Pyramid in 2017 in which the integral role of the economic dimension of
CSR was discussed. In this model, economic responsibility is manifested in the
organization’s economic growth which allows them to offer greater job opportunities,
increase their capital expenditures, promote development of human capital, and commit to
educational advancement (Masoud, 2017 as cited in Andriukaitienė, 2021). Moreover,
Archimi, et al (2023) emphasizes the importance of economic responsibility by stating that
without it, all the other responsibilities will cease to exist because management would not
be able to fulfill it without having such financial capacity to fund these initiatives.
Further studies have also been conducted that examined the positive impacts of the
economic responsibility in a firm. An organization’s effective fulfillment of its
responsibility is a critical factor that positively affects stakeholders’ organizational trust
and organizational commitment (Tai, 2022; Kim, 2020; Nguyen et al, 2020). These results
imply that a firm’s obligation in economic dimension extends towards its investment on
human capital development by facilitating proper training programs and similar activities
that boost employees’ morale, leading to their more effective and efficient performance of
their duties that commit to the firm’s economic goals. Moreover, it is supported by the
findings of the study of Archimi, et al (2023) in which they found that employees are more
likely to trust their firms when they are able to commit to their economic responsibility.
Likewise, in the educational context, while institutions recognize the crucial role of CSR
in creating a positive reputation and competitive advantage for them, a study conducted by
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Ogunmokun and Timur (2020) also emphasize the importance of students’ understanding
and awareness of the existing CSR practices in the university to further manifest these
positive benefits brought about by such initiatives. Hence, it is vital that the organizations
economically perform well to establish economic sustainability and employment while the
same importance is also provided in attending to the needs of stakeholders affected by the
economic crisis faced by the organization. Besides that, a study conducted by Lee. et al
(2020) also found that a firm’s effective performance of its economic responsibility also
significantly influences its brand attitude, further increasing customer satisfaction and
retention.
Legal responsibility
Undoubtedly, businesses play a crucial role in all aspects of life as nature, structure
and operation are intertwined with the whole society. The corporate social responsibility
further emphasizes the legal, ethical, and voluntary obligations of businesses to contribute
positively to society and the environment. Hence, it is essential for companies to stay
informed about relevant laws, regulations, and guidelines to ensure compliance and
contribute positively to the broader society.
It is the state that bears the primary obligation of respecting, protecting and
fulfilling human rights, including the right to education (UNESCO, 2024). Thus, the
implementation of relevant domestic measures and legislations that promote inclusive and
accessible education lies in the hands of the state. However, for it to be effective and
produce visible results, universities and educational institutions must also take
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responsibility by performing their core functions in accordance with the established
relevant laws and regulations. The legal responsibility of academic institutions entails
commitment in fulfilling a wide range of areas and may include, but are not limited to the
following: employment and labor laws, educational institutions’ safety, affordable tuition,
inclusive facilities and programs, faculty training, and discrimination-free environment
(Eisenstein, 2020). These obligations together form the bundle of obligations under the
functions of a role. For these reasons, legal responsibilities must be considered together for
effective discharge of functions (Tamvada, 2020).
Case studies by Engine Systems (2024) emphasized the vital role of HEI’s
performance of its legal responsibilities as manifested in their compliance with relevant
laws, rules and regulations, transparency, and integrity. Results of their studies also
revealed that compliance further increases the trust of the students towards the institution,
thus, creating a better reputation for them. The benefits of positioning good governance
practices in the educational institution also extends to the educational quality that the
institution offers. According to IIEP-UNESCO (n.d.), the promotion of good governance
and accountability serves as a preventive measure to avoid corruption and malpractices in
the education systems, which in turn, assists in not only improving the quality of education
but also increasing its accessibility to students, especially, the vulnerable learners. Besides
that, findings from Dong and Zeb (2022) revealed that the higher education system is
among the significant factors that impact students’ law-abiding behavior. In line with this,
the study implies that initiatives that increase students’ engagement to abiding laws and
regulations must be incorporated into the education system as it could contribute to the
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improvement of society’s quality as a whole, including its economic and social
development.
The path to legalization of doing CSR in the Philippines is not only a private sector
issue but one that is national in scope. The House Bill No. 451 (HB 451), also known as
the “Corporate Social Responsibility Act” was proposed which was approved on its third
and final reading on the 29th of May, 2023 (Mangaluz, 2023). HB 451 is a consolidation
of six similar bills that aims to encourage private corporations to be socially responsible by
providing them with fiscal benefits upon their fulfillment of their corporate social
responsibility (Press and Public Affairs Bureau, 2023). Among the benefits offered to the
private sectors practicing CSR are they will be allowed to retain profits in excess of 100%
of their paid-in capital stock provided that it will be invested for the conduct of their CSR
projects; and recognition and endorsements to domestic and foreign corporations doing
business in the country by the Department of Trade and Industry for the outstanding CSR
services provided by the companies (Mangaluz, 2023; de la Cruz, 2023). As of now, the
bill was transmitted to the Senate and currently has pending status in the committee (Press
and Public Affairs Bureau, 2023). The pending Philippine bill does not specify how much
the private sector can dedicate to CSR programs thus, leading to various interpretations
and executions, and the tax benefits it gives to corporations can result in abuse (Madanguit,
2021).
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Ethical responsibility
The dos and don'ts of business users constitute the essence of business ethics. It is
predicated on certain moral and ethical principles. These principles must be unwavering;
that is, you must regard them so highly that they supersede all excuses made by people for
their frailty, ego, or shortcomings. Learning what is right or wrong and then acting morally
are the two main components of ethics, although doing "the right thing" is not always as
simple as it seems. According to (Singh & Singh, 2019), it is widely acknowledged that
ethics and corporate social responsibility play a significant role in our decision-making
process in every area of our lives. Additionally, it helps to quicken a country's process of
general growth. Corporate social responsibility has become a major component of a
company's growth, strategy, and language. Ethics aids in decision-making for businesses
by forcing them to consider their core beliefs and ideals. People create and operate
businesses, as we all know, to make money. Profit-making is not the only thing a firm does.
Also, Singh & Singh (2019) stated that being a member of society serves a variety of social
purposes. Businesses look out for people who are essential to ensuring its continued
existence. This shows that the application of ethics in the corporate world is not just how
business ethics are but it also demonstrates that ethical business practices are possible and
have been profitable in the past.
According to the Accurate Group of Institutions (2023), ethics and CSR helps to
shape students’ values and decision-making abilities. Establishing a solid ethical basis is
essential in equipping future business professionals with the skills necessary to handle the
intricacies of the corporate realm. Future leaders are more equipped to make ethical
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decisions, give stakeholder interests top priority, and promote sustainable practices when
these ideas are incorporated into. As in management education, ethics and corporate social
responsibility (CSR) are essential subjects, future business professionals learn about the
value of sustainable business practices through it, including waste reduction, ethical supply
chain management, and environmental stewardship. In addition to this, results of the study
of Kumar & Tiwari (2023) revealed that students are aware and conscious of the ethical
standards which include honesty, integrity, and fairness. Besides that, they also believe that
these standards are vital in building positive relationships with the company’s stakeholders,
in which students are part of.
Philanthropic responsibility
Corporate philanthropy generates firm value and strong repetition in the eyes of
society (Saidu, 2018). In current years, customers, suppliers, employees, society,
governments, and a number of stakeholders have confidence in business to carry out extra
activities in corporate social responsibility as a mechanism to build their reputation. Thus,
philanthropic activities are prioritized concerns that are associated with various social
activities inclined with the goals of the organization.
According to Chrisjatmiko & Margareth (2018), charitable contribution provided
by the company is usually in the form of cash donations, grants, provision of scholarships,
provision of products, provision of services free of charge, provision of technical expertise
by the company's employees free of charge, permission of the use of facilities and
distribution channels for the company's social activities, and offering of the use of
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equipment owned by the company. In order to contribute to the community in which they
work, it is critical for the company to participate in resolving some social problems and to
make appropriate contributions through investments in the community's protection, the
construction of socially needed objects, and the provision of scholarships to individuals
and groups (Bello, 2020). Simply put, donations and sponsorships are the two most
common types of corporate investment (Onayemi, et al, 2022).
Based on the study of Mataruka, et. al (2023), philanthropic CSR plays a vital role
in the connection between CSR and Sustainable Corporate Performance (SCP).
Philanthropic initiatives contribute positively to sustainable corporate performance, but
sustainable performance growth is achieved through the interaction of various CSR
elements. In aggregate, philanthropic giving represented the sixth largest source of funding
for education towards developing countries (OECD, 2019). Furthermore, OECD states that
higher education received the largest proportion of philanthropic resources. Between 2013
and 2015, close to USD 549 million for education went to scholarships, and degree and
diploma programmes at universities, colleges and polytechnics. Asia and Africa attracted
the most education-related giving between 2013-2015, while India, Turkey and the
People’s Republic of China ranked as the top recipient countries.
Stakeholder expectations and perceptions vary from culture to culture, from
country to country, and current topics of interest or happenings in that specific
environment. In line with this,
educational institutions whose activities generate positive reactions from both intern
al and external environment are said to be socially responsible, as
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the participation and the growth of social responsibility
undertakings have consequently become definite activities of educational institutions
desiring to attract a satisfactory degree of economic and shared prominence on long and
medium term competitiveness (Brin, et al, 2020). Furthermore, the study of Corpuz, Del
Rosario, & Enriquez (2019) found that students' knowledge about CSR has led to a
favourable perception or response towards corporate social responsibility. This suggests
that the students view the CSR positively and they believe that profit generation must not
remain the sole priority of corporations, or in this case, institutions, rather, contribution to
society development must also be included in their objectives and long-term goals.
Attitude towards CSR
As stated by Bilgin (2007), attitudes are commonly defined as favorable or
unfavorable feelings and ideas about a certain social object, such as people, things,
information, or events. When emotions, ideas, or behaviors arise from past experiences,
attitude is a state of mental or neurological preparedness that serves as both the basis and
the outcome of the behavior (Allport, 1967, Fishbein; 1967, Richardon, 1996) Although
attitudes—which are invisible but discernible via actions—direct human conduct, they are
a phenomena that are capable of separating decision-making and problem-solving
procedures, or any interactions in general, and consequently may ultimately result in bias.
Stated otherwise, a negative reaction coupled with a negative attitude can also have a
different effect on how one approaches events and phenomena, just as a positive response
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in a situation with a positive attitude can (Greenwald, 1968; Fazio, 1986; Tinkham, 1989;
Ajzen & Fishbein, 1977; Olson & Zanna, 1993; Ajzen & Fishbein, 2005).
According to a 2020 Theory Planned Behavior: Frequently Asked Questions
article, to explain how an attitude toward a behavior forms, the TPB uses an expectancy-
value framework. Specifically, attitude toward the conduct is believed to be a function of
readily. The TPB relies on an expectancy-value formulation to characterize the formation
of attitude toward a behavior. In particular, attitudes toward the conduct are thought to
depend on easily obtainable ideas about the anticipated outcomes of the behavior—
behavioral beliefs. A behavioral belief is an individual's subjective likelihood that engaging
in an activity of interest will result in a particular experience or outcome.
It has been speculated that behavioral beliefs together result in either a favorable or
unfavorable attitude toward the conduct. To be more precise, the subjective probability that
a behavior will result in the desired outcome or experience determines how much of a
positive or negative influence each anticipated event or experience will have on the overall
attitude. In the study of Abd Aziz, Che Md Nor, & Sahmat (2020), the relationship between
students’ perception towards CSR and its effectiveness was examined. The results of the
study revealed that the positive perception of the students towards CSR has a significant
moderate positive relationship with the effectiveness of CSR programs. This proves that
the more positive and favorable the attitudes of the students are towards CSR, the more
that they are willing to engage in behaving positively towards the institution.
An analysis of the behavior of the consumer entails understanding of its attitudes
towards an organization. In this study, an examination of their favorable and unfavorable
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perception towards the organization’s commitment to CSR practices guides the researchers
in determining their intention to enroll in National Teachers College. This research, in
relation to the related literature, anticipates that students’ positive perception towards the
CSR activities in National Teachers College lead to an increase in their enrollment
intention, and vice versa.
Subjective norms
Subjective norms are the expectations of influential individuals or groups that a
specific conduct will be accepted and encouraged. Subjective norms are shaped by an
individual's incentive to conform to the opinions of others and their perception of social
pressure from others to behave in a particular way. Conventional views lead to perceived
social pressure, or what are known as subjective norms. Stated a certain way, subjective
norms are associated with an individual's sense of social pressure to behave, or not, in a
particular way from people who are important to them such as family, friends, colleagues,
and others, as well as their incentive to conform to those people's opinions (Eckhardt,
2009). Subjective norms, according to Rivis and Sheeran (2003), are based on one's
incentive to conform to the opinions of significant individuals multiplied by one's ideas
about how much other people want them to do a certain activity.
In view of corporate social responsibility, Ogunmokun & Timur (2020) stated that
subjective norms are illustrated when an individual has a stronger intention to engage in
socially responsible behavior when such is regarded as socially acceptable by the people
important to them. This indicates that an individual is more likely to engage in such
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behavior when people whose opinions they value agree that engaging in such behavior is
a virtuous deed. In addition to that. the study of Kawakami, Kimura, & Iriyama (2019)
found that beliefs of the society in which the respondents belong positively affect their
behavior towards participating in cause-related marketing activities. This further means
that the respondents are more likely to engage in CSR activities when people important to
them are aware and conscious of the impact brought about by such initiatives.
Perceived behavioral control on the educational sector
Among the significant predictors that motivate a person’s behavioral intention is
the perceived behavioral control (Meng & Cui, 2020). As defined by Kaffashi &
Shamsudin (2019), perceived behavioral control means that an individual is more inclined
in participating in the performance of an action when they feel that they have control over
that ecologically conscious action. Particularly, in the field of consumer behavior, it
pertains to whether the consumers perceive a certain behavior of using available facilities
or resources as an obstacle or convenience in the eyes of the consumers (Han & Kim, 2010,
as cited in Keke, et. al, 2022). Several studies had been conducted in exploring the role of
perceived behavioral control in varying perspectives in the education sector. For instance,
results from the study conducted by Khine (2022) implied that teachers’ positive attitudes
towards new curriculum implementation do not translate to actual implementation behavior
because of the differing levels of their perceived behavioral control. Specifically, despite
recognizing the need for the actual implementation of the new curriculum, they may tend
to oppose it due to the lack of support from its school and other stakeholders, limited time,
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and inadequate knowledge on the subject matter. Similarly, a research by Baranova,
Kobicheva, & Tokareva (2022) found that perceived behavioral control significantly, albeit
moderately, influences students’ intention to continue learning in a university’s blended
environment. Few studies also showed that among the factors that influence enrollment
intention is the perceived behavioral control (Thomas & Allen, 2021; Ezeh et al, 2021)
further supporting the Theory of Planned Behavior and the role of its components in an
individual's behavioral intention.
Reilly (2022) stated that among the global significant issues that are dealt by HEIs
are the declining rate of student retention and completion. They added that this concerning
phenomenon greatly impacts students from disadvantaged backgrounds negatively, further
implying the need of HEIs to prioritize offering the resource-limited students support
during their stay in college as it directly affects not only the student enrollment but also
their long-term reputation and profit generation. Similarly, results from the study of Su et.
al (2021) investigating the university students’ influencing factors in entrepreneurial
education intention suggests that the university support significantly affects the students’
behavioral control, therefore, playing a crucial role in influencing their entrepreneurial
behavior.
Among the factors that Ericksen (2022) listed that are affecting the student retention
are the academic and cognitive skills. As these are necessary skills that enable students to
perform well in school, it is important that they are provided with adequate and appropriate
resources that help improve such skills, hence, institutions must offer such support services
that cater to such needs.
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Synthesis of the Study
The foundation was established by all of the relevant literature and material already
stated in the study. Burgos & Carnero (2019) and Galvão, A., Mendes, L., Marques, C., &
Mascarenhas, C. (2019) stated that in order to solve social, economic, and environmental
challenges, educational institutions place a high priority on incorporating Corporate Social
Responsibility (CSR) into lifelong learning. In which it is important to have knowledge
about an organization’s CSR.
The study of Coelho, et al, 2023; Yang, et al, 2019, Dr. Islam, et al, 2020; Gaio &
Henriques, 2020 found that a corporation's CSR initiatives positively impact customer
trust, reputation, satisfaction, and loyalty, emphasizing the importance of integrating CSR
into core business functions as a value-adding strategy to enhance competitive advantage.
Fusheini, K., Alfa, A.A., Salia, H., Kumasey, A.S. (2021) evaluated the impact of
Corporate Social Responsibility (CSR) initiatives on the education sector in both
developed and developing nations.
Theoretical Framework
This research study is anchored on the following theories: Carroll's Corporate
Social Responsibility (CSR) Pyramid, Ajzen’s Theory of Planned Behavior (1985), and
Self-Congruity Theory to facilitate understanding about the intricate dynamics of National
Teachers College's engagement with Corporate Social Responsibility and its implications
on student enrollment.
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Figure 1: Carroll's CSR Pyramid (1991)
Figure 1 shows the Carroll's (1991) framework offers a structured approach for
businesses to assess and fulfill their societal obligations in a comprehensive manner which
includes the four domains of corporate social responsibility namely, economic, legal,
ethical, and philanthropic. Economic responsibility is the foundational level of the pyramid
which refers to an entity's fundamental obligation to be profitable and contribute to
economic development. It is regarded as the prerequisite responsibility—the foundation—
as economic viability allows the fulfillment of the succeeding responsibilities. Legal
responsibility, on the other hand, includes adherence to laws and regulations governing
business practices, hence, requiring companies to operate within the legal framework to
ensure fairness and prevent harm. The third level comprises the ethical responsibility which
pertains to a company's commitment to doing what is right, even if not explicitly required
by law. This involves conducting business with integrity, fairness, and honesty. Lastly,
philanthropic responsibility lies at the top of the pyramid which represents the business’
voluntary actions and contributions in society's welfare. This includes activities and
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initiatives that are discretionary and not mandated by law or ethical norms but demonstrate
a commitment to being a good corporate citizen such as charitable donations, community
development, and support for social causes. In this study, the corporate social responsibility
of National Teachers College will be assessed by each dimension in conjunction with the
other theories.
Figure 2: Theory of Planned Behavior (Ajzen, 1985)
Figure 2 illustrates the theory of planned behavior (TPB), an extension of Ajzen's
earlier work, theory of reasoned action, provides a framework for understanding and
predicting human behavior. This theory explains that one's behavior is influenced by
intention which is determined by the following components: attitude, subjective norms,
and perceived behavioral control. Attitude, in this theory, is defined as an individual's
overall evaluation of a particular behavior which reflects one's favorable or unfavorable
assessment of the behaviors based on their beliefs about the outcomes. Subjective norms,
on the other hand, involve the influence of social factors on an individual's intention to
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perform a behavior. This reflects the perceived social pressure to either engage in or refrain
from the behavior. Finally, perceived behavioral control refers to one's perception of the
ease or difficulty of performing a particular behavior which reflects the individual's
perception of their own capability to carry out the behavior. In the context of this study,
TPB will measure the impact of NTC’s corporate social responsibility on the enrollment
of SOB students in terms of its attitude, social norms, and perceived behavioral control.
Another integral theory that supports this study is Sirgy’s Self-Congruity Theory
(1985) which suggests that individuals are more inclined to have positive attitudes towards
external stimuli that align with their self-concept which includes the actual self-image and
ideal self-image. The actual self-image refers to how an individual currently perceives
themself which reflects their beliefs, attitudes, values, and personality traits, while the ideal
self-image describes the individual's aspirations regarding who they would like to be—a
projection of their goals, values, and qualities that they aim to achieve in the future. On the
other hand, external stimuli are factors such as brands, products, or any external entities
that serve as cues or triggers that individuals use to assess congruence with their self-
concept. Accordingly, an individual is more likely to engage in entities that share the same
values and beliefs as them.
Conceptual Framework
The researchers integrated the underlying theories discussed in the previous
section in conceptualizing a more holistic and comprehensive model that best represents
23
the relationship of its variables and the direction that study will have to undertake. The
following illustration provides a clear depiction of the said framework.
Figure 3. Research Paradigm
Figure 3 illustrates the variables of the study. The independent variable is the
corporate social responsibility of NTC in terms of economic, legal, ethical, and
philanthropic, while the dependent variable is the enrollment intention of SOB students in
terms of attitude, subjective norms, and perceived behavioral control.
The paradigm presents an incorporation of both the internal, identity-related factors
emphasized by the self-congruity theory and the external, socially influenced factors
comprising the theory of planned behavior that helps capture the complex interplay
between self-identity, attitudes, social norms, perceived control, and enrollment intention
in the context of the study.
24
Statement of the Problem
Generally, this research study aims to determine the impact of CSR Practices on
the enrollment population of the School of Business.
Specifically, it seeks to answer the following:
1. What is the level of awareness among students of NTC in regards to Corporate
Social Responsibility Practices in terms of:
1. Economic
2. Legal
3. Ethical
4. Philanthropic
2. What is the level of impact on the enrollment intention of School of Business with
regards to CSR Practices in terms of:
1. Attitude
2. Subjective norms
3. Perceived behavioral control
3. Is there a significant relationship between the level of awareness among the
students of School of Business on CSR practices and the level of enrollment
intention of School of Business?
4. Does the level of awareness on CSR significantly impact the level of enrollment
intention of the students?
25
5. Based on the results, what programs can be proposed to enhance corporate social
responsibility to further increase the level of enrollment?
Hypotheses
1. There is no significant relationship between the level of awareness of the
students of the School of Business on CSR and the level of enrollment intention of
the School of Business.
2. There is no significant impact on the level of awareness of the students of the
School of Business on corporate social responsibility practices.
Scope and Limitation of the Study
The research study will focus only on the impact of National Teachers College CSR
on the enrollment intention of the School of Business Department.
Specifically, it will examine the following aspects of CSR: level of awareness of
students of School of Business, the relationship between the level of awareness and the
enrollment behavior, and the impact on the enrollment with regards CSR. Analysis of CSR
and its effect on enrollment exclusive to National Teachers College is the main focus of
the research study. It will also evaluate the effect that CSR practices and initiatives have
on students' attitudes, subjective norms, and perceived behavioral control, in relation to
their enrollment behavior of the School of Business.
26
Significance of the Study
a. Students. This may help students to know that schools have corporate social
responsibility that can be a factor for them to enroll in this school. Students can also use
this to encourage other students to enroll in their school.
b. Parents. This can help the parents to be knowledgeable about CSR and also for
them to be aware that schools have their own social responsibility practices and this can be
helpful for them in making informed decisions about where to pursue higher education.
c. Educational Institutions. Colleges and universities could learn more about the
variables affecting student enrolment. Colleges can adjust their recruitment tactics to draw
in socially conscious students by having a better understanding of how CSR activities
impact enrollment.
d. Future Researchers. This may help future researchers to use as a foundation and
reference for their further studies that are aligned with CSR of schools.
Definition of Terms
Corporate social responsibility (CSR): A tactic used by businesses to increase profits
while also playing a proactive and constructive social role in the community.
Corporate Law: The legal framework that regulates the behavior, rights, and relationships
of individuals, corporations, groups, and enterprises.
Ethical principle: a normative theory component that supports or legitimizes moral
guidelines and/or moral verdicts
27
Ethical Responsibility: the ability to identify, understand, and apply a variety of ideas and
values by accepted standards in a certain field or situation.
Higher Education Institutions (HEIs): institutions, universities, colleges, and
professional schools that offer higher education through various degree programs.
Philanthropic Responsibility: donating funds to support the underprivileged and ill, or to
support socially beneficial institutions like museums or schools.
28
Chapter 2
METHODOLOGY
Overview
The purpose of this study is to look at the impact of CSR on the enrollment
population at a business school. The study examined how CSR activities influence student
preferences and enrollment decisions. To provide a thorough knowledge of the
phenomenon, the research employed a descriptive correlational method approach. There
were a total of 369 sample respondents from National Teachers College limited to the
current students of the School of Business program. Self-made online survey questionnaire
was used as the research instrument for data collection. This study's findings aim to
contribute to research studies on CSR and business education while also providing practical
insights for business schools and students.
Research Design
This study used the descriptive correlational design with online survey
questionnaires as the instrument for data collection to analyze and provide a comprehensive
understanding of the relationship between CSR and enrollment population. The findings
were triangulated to provide a comprehensive picture of the relationship between CSR and
enrollment population. The data revealed patterns, trends, and linkages that can be used to
offer practical recommendations for business schools looking to increase enrollment
through CSR efforts.
29
Population and Sampling

The researchers adopted random sampling through the help of online survey
questionnaires as the instrument for data collection. In determining the sample size
representing the total population of 4,809 students, the researchers used the Slovin’s
Formula with a 5% margin of error.
n=N(1+Ne2)
whereas:
n = sample size
N = total population
e = margin of error
n=4809[1+(4809)(0.052)]
n = 369.928 or 369
The respondents were limited to the current students of National Teachers College
from the School of Business program. Researchers can gain valuable insights on the
influence of CSR on the enrollment population of School of Business by carefully
characterizing the demographic and adopting an appropriate sampling approach. This aids
in identifying the relationship between CSR programs and enrollment patterns, as well as
student perceptions and experiences.
30
Respondents of the Study

The researchers specifically identified that the respondents who participated in the
study came from the population of students from the School of Business which includes
those that are from the following programs: Bachelor of Science in Accountancy (BSA),
Bachelor of Science in Business Administration Major in Financial Management (BSBA-
FM), Bachelor of Science in Business Administration Major in Human Resource
Management (BSBA-HRM), Bachelor of Science in Business Administration Major in
Marketing Management (BSBA-MM), Bachelor of Science in Business Administration
Major in Operations Management (BSBA-OM), Bachelor of Science in Hospitality
Management (BSHM), Bachelor of Science in Office Administration (BSOA), and
Bachelor of Science in Tourism Management (BST). The number of respondents
distributed for each course is expected to represent the whole population of the School of
Business. The table below presents the number of respondents from each course.
31
Table A
Distribution of Respondents according to Program
PROGRAM Sample Respondents Percentage

1 BSA 57 15 %
2 BSBA-FM 39 10 %
3 BSBA-HRM 16 4%
4 BSBA-MM 50 13 %
5 BSBA-OM 5 1%
6 BSHM 122 33 %
7 BSOA 12 3%
8 BST 68 19 %
Total 369 100%
The number of respondents distributed to each program is expected to provide reasonable
representation in relation to the whole population of the School of Business.
Research Instrument
The researchers constructed a self-made survey questionnaire which included the
4-point Likert Scale, as the primary data gathering instrument used in obtaining the
information required in the study. This survey questionnaire was validated by three experts:
research adviser, statistician, and field expert prior to the data gathering. Upon validation,
the researchers utilized Google Forms to make the survey questionnaire accessible online.
The online survey was an efficient tool that assisted the researchers in the smooth
32
facilitation of gathering data and offered convenience to the respondents participating in
the research. scale eliminated neutral responses, guiding the researchers in accurately
measuring the students’ attitudes and perceptions toward CSR, leading to a better
understanding of its impact to their enrollment intention.
The survey questionnaire was subdivided into three sections: the first section
consisting the demographics of the respondents, particularly, their course program and year
level, while the succeeding sections aimed to assist the researchers in assessing CSR
practices based on the following: (1) level of awareness of enrollment population of School
of Business; (2) level of impact on the enrollment population of School of Business.
Moreover, the respondents were provided with a range of possible responses they can
choose from, represented by numbers 1 to 4, that best reflect the extent to which they agree
or disagree with the given statements.
4-Point Likert Scale Interpretation Guide
Point Level of Awareness Level of Impact
4 Extremely Aware Highly Material
3 Aware Material
2 Slightly Aware Slightly Material
1 Not Aware Immaterial
33
Data Gathering Procedure
The online survey questionnaire was drafted by the researchers and underwent a
process of validation from experts, particularly, the research adviser, statistician, and a field
expert. Once validated, the researchers input the survey questionnaire in Google form for
easy access and convenience of the participants.
There are two ways in which the researchers seek respondents that would
participate in the survey. The researchers may either roam around the NTC campus and
randomly approach SOB students that fit the qualification of the respondent needed for the
study or they will look into the NTC’s groups to find their target respondents. The
researchers then provided the students with an overview of the research study and a data
privacy consent form confirming their permission to participate in the survey. The consent
form also included an assurance that all data that were gathered are to be kept confidential
and to be used only for the purpose of this research. A QR code containing the link to the
survey form was then provided to the consenting students of the School of Business. This
link was opened until it reached the desired number of sample respondents, thus,
automatically closing the form. The data collection procedure began thereafter in which
the tallied responses of the participants were made available only to the authorized persons,
particularly, the researchers and statistician. Finally, the data collected was analyzed and
interpreted with the guidance of a statistician.
34
Treatment of Quantitative Data
The treatment for the data collected used descriptive and inferential statistics in
measuring the responses of the students. The first part aims to identify the basic sample
descriptive statistics relating to the awareness of CSR of the School of Business while the
succeeding part ascertains the level of impact of CSR on the enrollment population.
To further conduct an in-depth analysis and interpretation of the data, the following
statistical treatments employed by the statistician using the Statistical Package for Social
Sciences (SPSS):
1. Weighted means were utilized to assess the School of Business students’ level of
awareness and level of impact on their enrollment behavior.
2. The Spearman rho (ρ) was used to analyze the relationship existing between the
variables of the study, particularly, the level of awareness and level of impact.
Correlation Interpretation Guide
Correlation Coefficient (ρ) Interpretation
1.00 Perfect correlation
0.51 to0.99 Strong positive (negative) correlation
0.31 to0.50 Moderate positive (negative) correlation
0.10 to0.30 Weak correlation
0 No correlation
35
3. Finally, Multiple Regression was used in testing the significant impact of awareness
of CSR practices to enrollment intention, hence, summarizing and describing the
relationship between the variables of the study.
36
Chapter 3
RESULTS AND DISCUSSION
Overview
This chapter presents the results, interpretation and analysis of data that the
researchers gathered through the investigation of the study on the level of awareness of
SOB students on National Teachers College’s CSR practices, and its level of impact on
their enrollment intention. This section discusses the answers to the research problems of
the study. The discussion follows the sequence of how the statement of the problem is laid
out in the first chapter. It is divided into five sections: 1) profile of the respondents; 2)
respondents’ awareness of CSR in terms of economic, legal, ethical, and philanthropic
dimensions; 3) impact of CSR to enrollment in terms of attitude, subjective norms, and
perceived behavioral control; 4) relationship between awareness on CSR on impact on
enrollment in terms of attitude, subjective norms, and perceived behavioral control; and 5)
impact of CSR awareness to enrollment intention among SOB students.
Respondents’ Demographic Profiles
Table B summarizes the respondents’ demographic profiles in terms of year level
standing and program course.
37
Table B
Respondents’ Demographic Profiles
Descriptive f %
I. Year Level 1st year 81 21.95%
2nd year 98 26.56%
3rd year 162 43.90%
4th year 28 7.59%
II. Course BSA 57 15.45%
BSBA - FM 39 10.57%
BSBA - HRM 16 4.34%
BSBA - MM 50 13.55%
BSBA - OM 5 1.36%
BSHM 122 33.06%
BSOA 12 3.25%
BST 68 18.43%
As seen in the table, the respondents are largely composed of 3rd year students (f =
162, 43.90%), followed by 2nd year (f = 98, 26.56%) and 1st year students (f = 81,
21.95%). In terms of college programs, the largest representations are from the programs
BSHM (f = 122, 33.06%), BSA (f = 57, 15.45%), and BST (f = 68, 18.43%). This also
shows the proportionate distribution of the respondents according to its program to best
represent the whole population of the School of Business.
Problem Number 1. What is the level of awareness among students of NTC in
regards to Corporate Social Responsibility Practices in terms of: 1.1 Economic, 1.2. Legal,
1.3 Ethical, 1.4 Philanthropic?
Level of awareness among students of NTC in regards to Corporate Social
Responsibility Practices in terms of:
38
1.1. Economic
Table 1.1 shows the level of awareness among students of NTC in regards to
Corporate Social Responsibility practices in terms of economic dimension.
Table 1.1
Level of Awareness of Corporate Social Responsibility Practices of NTC in terms of
Economic
Indicators Weighted Interpretation
Mean
I am aware that the CSR practices of the National Teachers 3.20 Aware
College aids in fulfilling its economic duty of increasing
its market share.
I am certain that through its established CSR practices, the 3.24 Aware
National Teachers College is committed to ensuring that
the institution has continuous economic growth.
I am positive that among the CSR programs of the 3.22 Aware

National Teachers College are conducting proper training
programs for its staff and faculty that will contribute in
meeting its economic objectives.
I am aware that the CSR practices of the National Teachers 3.22 Aware
College include establishing partnerships that could
further contribute in raising capital for the institution.
I know that National Teachers College continuously 3.33 Extremely

strives to invest and integrate technological advancements Aware
to provide a more effective and innovative learning
experience for its students.
Composite Mean 3.24 Aware

Legend: 3.26 - 4.00 Extremely Aware (EA) 2.51 - 3.25 Aware (A) 1.76 - 2.50 Slightly Aware
(SA) 1.00 - 1.75 Not Aware (NA)
39
The composite mean is 3.24 and is interpreted as Aware. This indicates that the
students are aware of the institution’s CSR practices in terms of its economic dimension.
Moreover, with weighted means of 3.20 and 3.24, both interpreted as Aware, means that
they are aware that CSR practices aid in increasing the institution’s market share and
ensuring its continuous economic growth. In addition to that, weighted means of 3.22,
interpreted as Aware, means that they are also aware that among the CSR programs of the
institution are conducting proper training programs for its staff and faculty and establishing
partnerships which could potentially increase the institution’s capital. Lastly, the National
Teachers College continuously strives to invest in and integrate technological
advancements to provide a more effective and innovative learning experience for its
students has the highest weighted mean of 3.33 and is interpreted as Strongly Aware.
The institution’s performance of its economic responsibility serves as the
foundation of the corporate social responsibility as a whole. Archimi, et al (2023)
emphasizes the importance of economic responsibility by stating that without it, all the
other responsibilities will cease to exist because management would not be able to fulfill it
without having such financial capacity to fund these initiatives. The results of the study are
consistent with the study of Ogunmokun and Timur (2020) which highlights the
importance of the students’ understanding and awareness of the CSR initiatives present in
the institution to realize the economic advantages brought about by such initiatives like
increased brand reputation and competitive advantage.
1.2. Legal
40
Corporate Social Responsibility practices in terms of legal dimension.
Table 1.2
Legal
Mean
I understand that the National Teachers College’s 3.38 Extremely
compliance with relevant laws and regulations is essential Aware
in establishing the rules and policies in the institution.
I am certain that among the legal responsibilities of the 3.29 Extremely

National Teachers College is complying with the relevant Aware
employment and labor laws which include but are not
limited to, equal work opportunity, security of tenure, just
compensation, safe working conditions, and weekly rest
days.
I am well-aware of the National Teachers College 3.31 Extremely

adherence to the Commission on Higher Education Aware
(CHED)’s standard requirements as manifested in its
curriculum, facilities, faculty qualifications, and academic
programs.
I am sure that the rules and regulations existing in National 3.33 Extremely
Teachers College reflect its compliance with the relevant Aware
laws, regulations, and standards that guide institutions in
offering high-quality education to its students.
I know that National Teachers College’s fulfillment of its 3.33 Extremely

legal obligation forms part of the institution’s corporate Aware
governance which is essential for me to effectively
contribute to the improvement of the society.
Composite Mean 3.33 Extremely

Aware
(SA) 1.00 - 1.75 Not Aware (NA)
41
The composite mean is 3.33 and is interpreted as Extremely Aware. This means
that the students are extremely aware of the institution’s CSR practices in relation to its
legal dimension. The legal responsibilities of the institution include adherence to relevant
employment and labor laws and Commission on Higher Education (CHED)’s standard
requirements, have weighted means of 3.29 and 3.31, respectively, both with an
interpretation of Extremely Aware. This suggests that the students are extremely aware of
the CSR practices of the institution in relation to its legal responsibilities. In addition to
that, the rules and regulations existing in National Teachers College reflect its compliance
with the relevant laws, regulations, and standards, and the fulfillment of its legal obligation
forms part of the institution’s corporate governance both have weighted means of 3.33,
interpreted as Extremely Aware. This indicates that the students have extreme awareness
that the institution’s rules and regulations are reflection of its compliance with relevant
rules, laws, regulations and standards, and that its fulfillment of its legal responsibilities
form part of its corporate governance which is essential for them to effectively contribute
in the improvement of the society. Furthermore, the indicator, compliance with relevant
laws and regulations is essential in establishing the rules and policies in the institution has
a weighted mean of 3.38, interpreted as Extremely Aware, demonstrates that the students
are extremely aware of the essential role of the institution’s compliance with relevant laws
and regulations in establishing institutional rules and policies.
This is supported by the case studies conducted by Engine Systems (2024) which
highlighted the importance of HEIs’ performance of its legal obligations as manifested in
42
its compliance with relevant laws, rules, and regulations, transparency, and integrity.
Moreover, results of their studies showed that compliance increases students’ trust towards
the institution, resulting in a better reputation of the institution. The benefits of positioning
good governance practices in the educational institution also extends to the educational
quality that the institution offers. According to IIEP-UNESCO (n.d.), the promotion of
good governance and accountability serves as a preventive measure to avoid corruption
and malpractices in the education systems, which in turn, assists in not only improving the
quality of education but also increasing its accessibility to students, especially, the
vulnerable learners. Besides that, findings from Dong and Zeb (2022) revealed that the
such initiatives of the higher education system that increase students’ engagement to
abiding laws and regulations must be incorporated into the education system as it could
contribute to the improvement of society’s quality as a whole, including its economic and
social development.
1.3. Ethical
Corporate Social Responsibility practices in terms of ethical dimension.
43
Table 1.3
Ethical
Mean
I am informed of the National Teachers College’s 3.28 Extremely
important duty to inculcate ethical values and principles in Aware
its institution, which includes, but are not limited to, its
administration, faculty, students, and the community.
The National Teachers College always ensures that 3.24 Aware

everyone is well-guided with its corporate governance that
helps promote ethical behavior in the institution.
I am updated with the possible sanctions of displaying 3.27 Extremely

unethical behavior in the institution which includes, but Aware
are not limited to, academic dishonesty, bullying, and
violence.
The National Teachers College effectively inculcates 3.27 Extremely

ethical values towards its students by integrating subjects Aware
such as Ethics and Corporate Governance in their
curriculum.
I am aware that the National Teachers College’s ethical 3.29 Extremely

obligations are essential in honing not only my values but Aware
also my ability to make right and ethical decisions.
Composite Mean 3.27 Extremely

Aware
(SA) 1.00 - 1.75 Not Aware (NA)
Table 1.3 summarizes the assessment on the respondents’ awareness of the ethical
dimension of practicing corporate social responsibility. With a composite mean of 3.27,
interpreted as Extremely Aware, it implies that the students are extremely aware of the
institution’s CSR practices related to its ethical dimension. The National Teachers
44
College’s important duty is to inculcate ethical values and principles in its institutions,
which includes, but are not limited to, its administration, faculty, students, and the
community. has a weighted mean of 3.28, interpreted as Extremely Aware. This implies
that the students are extremely aware of the institution’s essential role in inculcating ethical
values and principles to its administration, faculty, students, and the community, among
others. In addition to this, the students have extreme awareness that the institution
effectively inculcates ethical values towards its students by integrating subjects such as
Ethics and Corporate Governance in their curriculum, as indicated by its weighted mean of
3.27 which has an interpretation of Extremely Aware. Moreover, a weighted mean of 3.24
on the indicator, The National Teachers College always ensures that everyone is well-
guided with its corporate governance that helps promote ethical behavior in the institution,
is interpreted as Aware, which also implies that the students are aware that the institution
ensures that everyone is well-guided with its corporate governance which further
encourage ethical behavior within it. In addition to this, it is found that the students are
extremely aware of the possible sanctions of behaving unethically in the institution as
indicated by the weighted mean of 3.27 on the indicator, I am updated with the possible
sanctions of displaying unethical behavior in the institution which includes, but are not
limited to, academic dishonesty, bullying, and violence, which is interpreted as Extremely
Aware. The institution’s ethical obligations being essential in honing the students’ values,
and their ability to make right and ethical decisions, has the highest weighted mean which
is 3.29 and is interpreted as Extremely Aware suggests that the students are extremely
45
aware of the importance of the institution’s ethical responsibilities in honing their ability
to make ethical decisions.
This is supported by the findings of the study of Kumar & Tiwari (2023) which
revealed that students are aware and conscious of the ethical standards which include
honesty, integrity, and fairness. Furthermore, they also believe that these standards are vital
in building positive relationships with the company’s stakeholders, in which students are
part of.
1.4. Philanthropic
Corporate Social Responsibility practices in terms of philanthropic dimension.
46
Table 1.4
Philanthropic
Mean
I understand that among the key responsibilities of the 3.30 Extremely
National Teachers College is contributing for the Aware
betterment of the society by means of seeking solutions in
addressing societal problems.
The National Teachers College effectively and efficiently 3.24 Aware

communicates its CSR activities, initiatives, and programs
to its stakeholders, particularly, its students.
The National Teachers College contributes in resolving 3.22 Aware

existing societal issues by collaborating, organizing, and/or
participating in social programs that tackle such.
I am updated on the existing and upcoming CSR programs 3.17 Aware

inside the National Teachers College that provides
assistance to the students in the form of scholarship grants,
and provision of services that includes, but are not limited
to, access to library, and permission of use of facilities and
equipment owned by the institution.
The National Teachers College consistently engages its 3.26 Extremely

students in participating in its philanthropic activities Aware
through constant reminders in different platforms (i.e.,
Facebook page and Google Classroom).
Composite Mean 3.24 Aware

(SA) 1.00 - 1.75Not Aware (NA)
Table 1.4 summarizes the assessment on the respondent's awareness of the
institution's practice of corporate social responsibility in terms of its philanthropic
dimension. The composite mean is 3.24 and is interpreted as Aware. This implies that the
students are aware of the CSR practices in the institution in relation to its philanthropic
47
dimension. In addition to this, a weighted mean of 3.22 on the indicator that the institution
“...contributed in resolving existing societal issues by collaborating, organizing, and/or
organizing, and or participating in social programs that tackle such” is interpreted as
Aware. This suggests that the students are aware of the institution’s involvement in
resolving societal issues by partaking in social programs that aim to address such. Also,
“The National Teachers College effectively and efficiently communicates its CSR
activities, initiatives, and programs to its stakeholders, particularly, its students” has a
weighted mean of 3.24 and is interpreted as Aware. This indicates that the students are
aware of the effective and efficient communication of the institution with regards to its
CSR practices. Moreover, a weighted mean of 3.26 on indicator, “The National Teachers
College consistently engages its students in participating in its philanthropic activities
through constant reminders in different platforms (i.e., Facebook page and Google
Classroom)”, which is interpreted as Extremely Aware, implies that the students are
extremely aware of the institution’s efforts in engaging them in participating in its
philanthropic activities. Furthermore, “I understand that among the key responsibilities of
the National Teachers College is contributing for the betterment of the society by means of
seeking solutions in addressing societal problems” has the highest weighted mean which
is 3.30 and is interpreted as Extremely Aware. This suggests that the students are
extremely aware of the institution’s vital role in contributing for the betterment of society
by seeking solutions that address societal problems. On the other hand, the lowest weighted
mean of 3.17 for the indicator, “I am updated on the existing and upcoming CSR programs
inside the National Teachers College that provides assistance to the students in the form of
48
scholarship grants, and provision of services that includes, but are not limited to, access to
library, and permission of use of facilities and equipment owned by the institution.”, which
is interpreted as Aware, implies that the students are aware of the existing and forthcoming
CSR activities within the institution that provides assistance to the students.
In line with this, the findings of the study of Corpuz, Del Rosario, & Enriquez
(2019) revealed that students' knowledge about CSR has led to a favourable perception or
response towards corporate social responsibility. This suggests that the students view the
CSR positively and they believe that profit generation must not remain the sole priority of
corporations, or in this case, institutions, rather, contribution to society development must
also be included in their objectives and long-term goals.
Problem Number 2. What is the level of impact on the enrollment of School of
Business with regards to Corporate Social Responsibility Practices in terms of: 2.1
Attitude, 2.2 Subjective norms, 2.3 Perceived behavioral control?
Level of impact on the enrollment intention of School of Business with regards to
Corporate Social Responsibility Practices in terms of:
2.1. Attitude
Table 2.1 summarizes the respondents’ perceived impact of corporate social
responsibility practices to enrollment intention in terms of attitude.
49
Table 2.1
Perceived Impact of Corporate Social Responsibility Practices to Enrollment
Intention in terms of Attitudes
Mean
The CSR practices established by the National Teachers 3.20 Material

College align with my personal values and principles,
which in turn becomes a factor in my intention to enroll in
the institution.
The CSR practices performed by the National Teachers 3.18 Material

College are favorable for me.
The more that the National Teachers College effectively 3.23 Material
and efficiently performs their corporate social
responsibility, the greater the confidence I have in being a
student of the institution.
I look forward to my learning experience in the National 3.28 Highly

Teachers College because of their commitment to their Material
corporate social responsibility.
The National Teachers College’s fulfillment of their 3.27 Highly

economic, legal, ethical, and philanthropic responsibility Material
makes me feel proud to be a student of this institution.
Composite Mean 3.23 Material

Legend: 3.26 - 4.00 Highly Material (HM) 2.51 - 3.25 Material (M) 1.76 - 2.50 Slightly
Material (SM) 1.00 - 1.75 Immaterial (I)
The composite mean is 3.23 and is interpreted as Material. This suggests that the
students’ perceived impact of the institution’s CSR practices on their enrollment intention
in terms of attitude is material. A weighted mean of 3.20, with an interpretation of
Material, on the indicator, “The CSR practices established by the National Teachers
College align with my personal values and principles, which in turn becomes a factor in
my intention to enroll in the institution” implies that the CSR practices of the institution
50
reflecting the students’ personal values and principles are material in their enrollment
intention. “The more that the National Teachers College effectively and efficiently
performs their corporate social responsibility, the greater the confidence I have in being a
student of the institution.” has a weighted mean of 3.23 which is interpreted as Material.
This suggests that the students’ view the institution’s effective and efficient performance
of its CSR practices as material in their enrollment intention as it increases the confidence
they have in being part of the institution. Moreover, a weighted mean of 3.27 which is
interpreted as Highly Material, on the indicator, “The National Teachers College’s
fulfillment of their economic, legal, ethical, and philanthropic responsibility makes me feel
proud to be a student of this institution.” means that the institution's fulfillment of its
corporate social responsibility in its four dimensions: economic, legal, ethical, and
philanthropic, is perceived by the students as highly material in their intention to enroll, as
it makes them proud of being part of the institution. Among the indicators, “The CSR
practices performed by the National Teachers College are favorable for me.” has the lowest
weighted mean of 3.18 which is interpreted as Material which suggests that the students
view the institution’s performance of its CSR practices that are favorable to them as
material in their enrollment intention. On the other hand, the highest weighted mean of
3.28 is found on the indicator “I look forward to my learning experience in the National
Teachers College because of their commitment to their corporate social responsibility.”
and is interpreted as Highly Material. This further means that the students perceive that
the institution’s commitment to its corporate social responsibility is highly material in their
51
intention to enroll in the institution as it heightens their anticipation of their learning
experience in the institution.
This is supported by the findings of the study of Gallardo-Vazquez, Folgado-
Fernandez, & Hipolito-Ojalvo (2020) which revealed that students' perceptions has
significant influence, highlighting the need for universities to enhance their practices,
particularly in student participation, to improve university practices and student
satisfaction.
2.2 Subjective Norms
Table 2.2 summarizes the assessment of the respondents’ perceived impact of
corporate social responsibility practices to enrollment intention in terms of subjective
norms.
52
Table 2.2
Perceived Impact of Corporate Social Responsibility Practices to Enrollment
Intention in terms of Subjective Norms
Mean
I am more convinced to enroll in the National Teachers 3.19 Material
College because people that are important to me believe that
the institution is economically stable to make investments
that will create better learning opportunities for its students.
I am more inclined to enroll in the National Teachers 3.17 Material

College because people important to me know that the
institution is governed by relevant laws, rules, and
regulations that help them in providing high quality
education for its students.
I am confident in studying in the National Teachers College 3.19 Material
because people important to me perceive that the institution
inculcates ethical values and principles to its students.
People important to me influenced me to study in the 3.18 Material

National Teachers College because it offers educational
assistance to its students, including but not limited to
scholarship grants and exclusive access to the institutions’
facilities.
The perception of people important to me towards the CSR 3.16 Material
practices of the National Teachers College influence my
decision to enroll in the institution.
The composite mean is 3.18 and is interpreted as Material. This implies that in
terms of the subjective norms, the students of the School of Business assess the impact of
the institution’s CSR practices as material on their enrollment intention. A weighted mean
of 3.17 with an interpretation of Material on the indicator, “I am more inclined to enroll
in the National Teachers College because people important to me know that the institution
53
is governed by relevant laws, rules, and regulations that help them in providing high quality
education for its students.” shows that the knowledge of people important to the
respondents of the institution’s compliance with relevant laws, rules, and regulations is
material in the student’s inclination towards enrolling in the institution. Moreover, it is
found that the influence of the people important to the students is material in their decision
to enroll in the institution as they inform them of the educational assistance that the
institution offers as evidenced in its computed weighted mean of 3.18 which is interpreted
as Material on its indicator, “People important to me influenced me to study in the National
Teachers College because it offers educational assistance to its students, including but not
limited to scholarship grants and exclusive access to the institutions’ facilities”. The lowest
weighted mean of 3.16 is computed on the indicator, “The perception of people important
to me towards the CSR practices of the National Teachers College influence my decision
to enroll in the institution.” which is interpreted as Material. This suggests that the
perception of the people important to the respondents towards the CSR practices of the
institutions is material on their enrollment intention. On the other hand, the indicators, “I
am more convinced to enroll in the National Teachers College because people that are
important to me believe that the institution is economically stable to make investments that
will create better learning opportunities for its students” and “I am confident in studying in
the National Teachers College because people important to me perceive that the institution
inculcates ethical values and principles to its students” both have a weighted mean of 3.19
and is interpreted as Material. This indicates that the perception of the people important
to the students towards the economic stability of the institution that could assist in creating
54
better learning opportunities for the students and the inculcation of ethical values and
principles are viewed as material by the students in their confidence in studying in the
institution.
This is consistent with the study of Ogunmokun & Timur (2020) which discussed
that an individual has a stronger intention to engage in socially responsible behavior when
such is regarded as socially acceptable by the people whose opinions they value. As seen
in the results of the study, the students are more inclined towards enrolling in the institution
as people important to them perceive the CSR activities of the institution as acceptable and
essential in the learning experience of the students.
2.3 Perceived Behavioral Control
Table 2.3 summarizes the respondents’ perceived impact of corporate social
responsibility practices to enrollment intention in terms of perceived behavioral control.
55
Table 2.3
Perceived Impact of Corporate Social Responsibility Practices to Enrollment in terms
of Perceived Behavioral Control
Mean
I believe that enrolling in the National Teachers College 3.21 Material
presents me with better opportunities because of their
commitment to their corporate social responsibility.
I am confident that the CSR practices conducted by the 3.20 Material

National Teachers College are essential in my learning
experience.
The National Teachers College provides me with assurance 3.25 Material
that its CSR practices equip me with knowledge, skills, and
expertise that would guide me in pursuing the career I plan
to take.
Enrolling in the National Teachers College provides me 3.15 Material
with sufficient and effective resources that further improve
my learning experience.
I believe that I am more in control of my learning 3.23 Material
experience because of the CSR practices of the National
Teachers College.
The composite mean is 3.21 and is interpreted as Material. This implies that the
School of Business students regard the CSR practices of the institution as material in their
enrollment intention in terms of perceived behavioral control. The indicator, “I am
confident that the CSR practices conducted by the National Teachers College are essential
in my learning experience.” has a weighted mean of 3.20 and is interpreted as Material.
This indicates that the students perceive the institution’s performance of its CSR practices
is essential in their learning experience, thus, is material in their enrollment intention. Also,
a weighted mean of 3.21 on the indicator, “I believe that enrolling in the National Teachers
56
College presents me with better opportunities because of their commitment to their
corporate social responsibility”, which is interpreted as Material, suggests that the students
regard that better opportunities tied to the institution’s commitment to CSR is material in
their intention to study in the institution. In addition to that, it is found that the students
perceive that their control over their learning experience, as a result of the institution’s
practice of its CSR, is material in their enrollment intention. This is indicated by the
weighted mean of 3.21 on the indicator, “I believe that I am more in control of my learning
experience because of the CSR practices of the National Teachers College.” which is
interpreted as Material. The highest weighted mean of 3.25, which is interpreted as
Material, is computed on the indicator, “The National Teachers College provides me with
assurance that its CSR practices equip me with knowledge, skills, and expertise that would
guide me in pursuing the career I plan to take. This means that it is material to the students’
enrollment intention that the institution assures them of being equipped with the essential
knowledge, skills, and expertise for their career pursuit as offered by the institution’s CSR
practices. On the other hand, the lowest mean of 3.15, with an interpretation of Material,
is computed on the indicator, “Enrolling in the National Teachers College provides me with
sufficient and effective resources that further improve my learning experience.” shows that
the students agree that the institution provides them with sufficient and effective resources
that further enhance their learning experience.
These findings are supported by the studies of Thomas & Allen (2021) and Ezeh et
al (2021) which revealed that perceived behavioral control is among the factors that
57
influence the intention of the students to enroll. Besides that, the results of the study also
implies that the more that the students perceive CSR practices as more convenient and
beneficial to them than a hindrance in their learning process, the more that they intend to
stay and enroll in the institution, as suggested by the study of Keke et al (2020).
Problem Number 3. Is there a significant relationship between the level of
awareness among the students of School of Business on CSR practices and the enrollment
intention of School of Business?
Relationship between level of awareness among students of School of Business on
CSR Practices and Enrollment Intention of School of Business in terms of:
3.1 Attitudes
Table 3.1 shows the relationship between the level of awareness on CSR practices
of the students of School of Business and their enrollment intention in terms of attitude.
58
Table 3.1
Relationship between Awareness on CSR Practices and Enrollment Intention in
terms of Attitudes
Tested Variables Statistic Correlation p- Decision Conclusion
(Spearman) value
Attitudes Economic .680** Strong 0.000 Reject HAS a
Positive Null Significant
Relationship
Legal .640** Strong 0.000 Reject HAS a
Relationship
Ethical .755** Strong 0.000 Reject HAS a
Relationship
Philanthropic .743** Strong 0.000 Reject HAS a
Relationship
Correlation: No correlation (0.00), Weak Correlation (±.01 - ±0.30), Moderate Correlation
(±0.31 - ±.50), Strong Correlation (±0.51 - ±0.99), Perfect Correlation (±1.00)
Spearman rho indicated strong positive correlations and significant relationships
between the economic, legal, ethical, and philanthropic dimensions of CSR practices and
attitudes. This is indicated by its probability values which are all less than the level of
significance at .01, hence, rejecting the null hypothesis.
This suggests that the level of awareness of the students of School of Business on
the CSR practices on its economic, legal, ethical, and philanthropic dimensions affects their
attitudes on enrolling in the institution. The more that the students understand the practices
of corporate social responsibility within the institution, the more positive and favorable is
their perception of the institution, further increasing their enrollment intention.
59
This is supported by the study of Abd Aziz, Che Md Nor, & Sahmat (2020) which
investigated the relationship between students’ perception towards CSR and its
effectiveness. The results of the study revealed that the positive perception of the students
towards CSR has a significant moderate positive relationship with the effectiveness of CSR
programs. This further implies that the more favorable the students’ response is towards
CSR, the more effective the programs are, which leads to the increased engagement of the
students towards CSR. This then contributes to the increased intention of the students to
enroll in the institution.
3.2 Subjective Norms
of the students of School of Business and their enrollment intention in terms of subjective
norms.
60
Table 3.2
Relationship between Awareness on CSR Practices and Enrollment Intention in
terms of Subjective Norms
(Spearman) value
Subjective Economic .625** Strong 0.000 Reject HAS a
Norms Positive Null Significant
Relationship
Relationship
Relationship
Relationship
Spearman rho found strong positive correlations and significant relationships
subjective norms, as indicated by its probability values which are all less than the level of
significance at .01, thus, rejecting the null hypothesis.
This implies that the level of awareness of the School of Business students on the
CSR practices of the institution in terms of its economic, legal, ethical, and philanthropic
dimensions influences their subjective norms, further affecting their intention to enroll. The
more that the people important to the students understand the CSR practices of the
institution, the more influence they have in the intention of the students to enroll in the
institution.
61
There have been significant studies that aim to discover how subjective norms
affect the behavioral intention of individuals towards corporate social responsibility. In line
with this, the study of Kawakami, Kimura, & Iriyama (2019) found that beliefs of the
society in which the respondents belong positively affect their behavior towards
participating in cause-related marketing activities. This further means that the respondents
are more likely to engage in CSR activities when people important to them are aware and
conscious of the impact brought about by such initiatives.
3.3 Perceived Behavioral Control
of the students of School of Business and their enrollment intention in terms of perceived
behavioral control.
62
Table 3.3
Relationship between Awareness on CSR Practices and Perceived Impact on
Enrollment Intention in terms of Perceived Behavioral Control
(Spearman) value
Perceived Economic .642** Strong 0.000 Reject HAS a
Behavioral Positive Null Significant
Control Relationship
Relationship
Relationship
Relationship
Spearman rho found strong positive correlations and significant relationships
perceived behavioral control, as indicated by its probability values which are all less than
the level of significance at .01, thus, rejecting the null hypothesis.
This further means that the level of awareness of the students of the School of
Business towards the CSR practices of the institution in terms of its economic, legal,
ethical, and philanthropic dimensions influences their subjective norms, which in turn,
influences their perceived control over their intention to enroll in the institution. The more
that the students understand the practices of corporate social responsibility present in the
institution, the more they feel a sense of control over their enrollment intention.
63
Based on the study of Su et al (2021), university support significantly affects the
students’ behavioral control, thus, a critical factor that influences their enrollment
intention. This is also consistent with the findings of the study of Reilly (2022) which
implies the need of HEIs to prioritize offering the resource-limited students support during
their stay in college as it directly affects not only the student enrollment but also their long-
term reputation and profit generation. This support includes but is not limited to, providing
adequate and appropriate resources that further improve students academic and cognitive
skills that will help them to not only perform well in school but also be equipped and ready
in their career pursuit, as indicated by the study of Ericksen (2022).
Problem Number 4. Does the level of awareness on CSR practices significantly
impact the level of enrollment intention of the students?
Table 4 shows the impact of the level of awareness on CSR practices on the level
of enrollment intention of the students of School of Business.
64
Table 4
Impact of Awareness on Corporate Social Responsibility Practices on Enrollment
Intention among the Respondents
Regression Weights R Statistic p- Decision Conclusion
Square (F) value
Awareness on CSR -> 0.709 222.084 0.000 Reject HAS a
Enrollment Intention Null Significant
Impact
Using Multiple Regression, it is found that awareness of CSR practices explained
a significant proportion of variance in enrollment intention. Based on the table, the level of
CSR awareness impacts the level of enrollment intention of the students of the School of
Business. The probability value of 0.000 is less than the significance value of 0.05, thus,
rejecting the null hypothesis. Moreover, the results of the study shows that 70.9% of
change in enrollment intention can be accounted for by awareness of the institution’s CSR
practices. From this, it can be concluded that awareness of CSR practices has a significant
impact on enrollment intention among the respondents.
Problem Number 5. Based on the results, what programs can be proposed to
enhance corporate social responsibility to further increase the level of enrollment?
The results of this study shows the significant impact of CSR awareness on the
enrollment intention of the students of School of Business, further emphasizing the crucial
role of increased awareness and communication about the existing and future CSR
practices within the institution towards the students that may lead to increased student
enrollment and retention rate. In line with this, the following programs are proposed by the
researchers to achieve this objective.
65
Increased CSR Awareness Campaigns
The institution could further raise awareness on the importance of corporate social
responsibility by leveraging social media platforms such as its Facebook page, Facebook
group, Gmail, and Google Classroom, among others to inform students about the existing
and future CSR practices in the institution and explain how it could benefit not only them,
but the society, as well. Featuring the CSR projects in the student-run publication, Fiat Lux,
could also help in increasing consciousness among the students about corporate social
responsibility. Furthermore, publishing detailed CSR annual reports that are easily
accessible to the public is also a great way of keeping the students updated on the progress
on the projects and anticipating the future goals of the institution.
Employee Involvement and Advocacy
The institution could conduct training programs that aim to educate the employees
with regards to CSR practices present within the institution in which they will be informed
of the CSR policies and its importance, further empowering them to be advocates within
and outside the institution. The employees are also encouraged to participate in
contributing to societal development through volunteer activities, in which due recognition
and incentives will be offered to them for partaking.
Student Involvement and Advocacy
Students are also offered educational seminars and workshops aiming to further
widen their understanding of CSR and encourage them to advocate for a socially
66
responsible institution. The learnings they could acquire from these seminars and
workshops could be applied in CSR-themed events in which they are highly encouraged to
participate by crafting initiatives that could help promote CSR within the institution.
Incentives could also be given to them to further increase their engagement in the CSR
practices.
Collaborative Partnerships
To further ensure the effectiveness of enhancing CSR awareness within the
institution, they could collaborate with various private companies, both local and
international, and government agencies. Such partnerships could help them not only
in educating the students of the importance of CSR but also sharing real-life manifestations
of how the practice of CSR has contributed to the growth and development of the different
places, within and outside the country.
Recognition and Awards
Acknowledging the efforts provided by the students and even employees in
promoting CSR awareness by participating in volunteer programs and creating initiatives
that could contribute to social well-being could help in demonstrating the importance of
such engagement. Therefore, establishing healthy CSR-themed competition among the
students, and recognizing outstanding CSR contributions by employees, students, and even
the organizations within the institution could also assist in achieving the goal of increasing
CSR awareness among the students.
67
CHAPTER 4
SUMMARY, CONCLUSION AND RECOMMENDATION
Overview
This chapter presents the summary of findings, conclusions, and recommendations
with regards to the determination of the impact of awareness on CSR practices on the
enrollment intention of the School of Business students in National Teachers College,
based on the data gathered and presented.
This study made use of a descriptive correlational method of research and utilized
self-made questionnaires, validated by experts. There were 369 respondents from the
School of Business.
Summary of Findings
Corporate social responsibility (CSR) has become a pivotal component in the
strategic initiatives of businesses worldwide. Its significance extends beyond ethical
practices and community engagement, influencing various sectors, including higher
education. This section discusses the impact of National Teachers College’s CSR
practices on the level of enrollment intention of the SOB students. By examining how
CSR initiatives affect prospective students' decisions, the researchers have found critical
insights into the correlation between the level of awareness of SOB students on National
Teachers College’s CSR practices and its level of impact on their enrollment intention.
The findings explain the ways in which CSR shapes the perceptions and choices of the
68
enrollment population, offering valuable perspectives for educational institutions aiming
to enhance their attractiveness and align with the evolving values of society.
Based on the data gathered and after careful and thorough analysis of the investigation,
the following are the findings of the study in summarized form.
1. Level of Awareness among Students of NTC in regards to Corporate Social
Responsibility Practices in terms of:
1. Economic
The students of NTC are aware of the Corporate Social Responsibility Practices in
terms of economic dimension, with a composite mean of 3.24.
2. Legal
terms of legal dimension, with a composite mean of 3.33.
3. Ethical
terms of ethical dimension, with a composite mean of 3.27.
4. Philanthropic
terms of philanthropic dimension, with a composite mean of 3.24.
2. Level of Impact on the Enrollment of School of Business with regards to CSR
in terms of:
1. Attitude
69
In terms of attitude, the impact on the enrollment of School of Business with regards
to CSR, with a composite mean of 3.28.
2. Subjective Norms
3. Perceived Behavioral Control
3. Test of Significant Relationship between the Level of Awareness among the
of School of Business on CSR and the Level of Enrollment of School of Business
The probability values are all less than the level of significance at .05 thus rejecting
the null hypothesis. There is a significant relationship between the level of awareness
among the students of School of Business on CSR and the level of enrollment of School of
Business.
4. Regression Analysis on the Impact of Awareness on Corporate Social
responsibility to Enrollment Intention among the Students
The results show the significant relationship between the level of awareness among
the students of School of Business on CSR and the level of enrollment of School of
Business. The probability values are less than the level of significance at .05 thus rejecting
the null hypothesis. It can be concluded that awareness of corporate social responsibility
practices has a significant impact on enrollment intention among the students of School of
Business.
70
5. The Proposed Program to Enhance Corporate Social Responsibility to further
Increase the Level of Enrollment
This outlines the key discoveries from the researcher's investigation presenting the
most important results from the data gathered and followed by programs the researcher's
proposed. First is Increased CSR Awareness Campaigns, second is Employee Involvement
and Advocacy, third is Student Involvement and Advocacy, fourth is Collaborative
Partnerships and lastly Recognition and Awards.
Conclusions
Based on the aforementioned findings of the study, the researcher has reached the
following conclusions:
1. Demographically, the respondents were largely composed of 3rd year students and
2nd year students. Bachelor of Science in Hospitality Management, Bachelor of
Science in Accountancy and Bachelor of Science in Tourism are the college
programs that have the largest representation from other respondents.
2. The analysis shows that students at the National Teachers College (NTC) are well
aware of the institution's CSR practices in both economic and philanthropic
dimensions. They recognize that NTC's CSR programs enhance market share and
economic growth through employee training, partnerships, and technological
investments. Students also appreciate the institution's societal contributions and are
informed about its efforts to address societal issues, encouraging their engagement
71
in CSR activities. In terms of legal and ethical dimensions, students are extremely
aware of NTC's compliance with CHED regulations and its legal obligations. They
understand the importance of corporate governance and ethical behavior, reinforced
by the inclusion of Ethics and Corporate Governance in their curriculum. This
education helps students recognize the significance of ethical responsibilities and
the consequences of unethical actions. Overall, the high level of awareness among
students reflects NTC’s effective CSR implementation and its positive impact on
society.
3. The institution’s CSR practices significantly impact students' enrollment intentions
at the National Teachers College (NTC) through attitudes, subjective norms, and
perceived behavioral control. When CSR practices align with students' values and
principles, it increases their inclination to enroll. This alignment showcases NTC’s
commitment to effective and efficient CSR, enhancing students' anticipation of a
positive learning experience. Additionally, positive perceptions and influences
from others about NTC reinforce students' decisions to enroll, highlighting the
institution's reputation for providing quality education. NTC's CSR practices
benefit students directly, encouraging them to stay and learn, knowing these
initiatives will support their career paths and enrich their educational experiences.
4. The study reveals that the level of awareness of School of Business (SOB) students
about CSR practices significantly influences their enrollment intentions, leading to
the rejection of the null hypothesis. This indicates that CSR practices in economic,
legal, ethical, and philanthropic dimensions shape students' attitudes, subjective
72
norms, and perceived behavioral control regarding enrollment. Students are more
likely to enroll at the National Teachers College (NTC) if those people important
to them recognize and appreciate the institution's CSR practices and benefits,
thereby influencing their decision-making process.
5. The rejection of the second null hypothesis indicates that the level of awareness of
CSR practices among School of Business (SOB) students significantly impacts
their enrollment intentions. This finding implies that students' understanding and
the influence of others' perceptions of the institution’s CSR practices in economic,
legal, ethical, and philanthropic dimensions can affect their decision to enroll.
Recommendations
Based on the summary of findings and conclusions drawn, the following are hereby
recommended:
1. Coordinate workshops and training to expand understanding of corporate social
responsibility and advocate for the advancement of awareness. Utilize knowledge
gained from Corporate Social Responsibility (CSR) events and provide incentives
to boost involvement in CSR initiatives.
2. Social media platforms can be used by educational institutions through
the interaction with followers, promotion of hashtags, and sharing content can
enhance the impact and promote positive CSR initiatives.
73
3. The institution could collaborate with government and non-governmental
organizations (NGOs), and private enterprises on CSR projects relevant to
education. Initiatives could involve local communities through educational
outreach programs, vocational training, scholarships, and community
development These collaborations can increase the institution's social influence
and bring in students who appreciate institutions with a strong social conscience.
4. Engaged employees build accountability and sustainability by sharing experiences
which act as ambassadors for CSR programs, enhancing the organization's
reputation and promoting positive social and environmental effects.
5. Appreciating students and employees' efforts in promoting CSR awareness through
volunteer programs and social well-being initiatives, establishing healthy
competitions, and recognizing outstanding contributions can help increase CSR
awareness among students.
6. To inspire potential students and highlight the institution's substantial impact on
people and communities, highlight alumni success stories that emphasize their
contributions to society from CSR initiatives.
7. Future researchers may conduct another research focused on two institutes in a
comparative study to determine if there's a connection between CSR and the
enrollment of students.
74
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83
APPENDICES
Appendix A
RESEARCH SURVEY QUESTIONNAIRE WITH DATA CONSENT FORM
84
85
86
87
88
89
90
Appendix B
ETHICS REVIEW FORM
91
92
93
94
95
96
97
98
99
100
101
102
103
Appendix C
EXPERT VALIDATION FORMS
104
105
106
107
Appendix D
RELIABILITY ANALYSIS
108
Appendix E1
STATISTICIAN’S CERTIFICATION
109
Appendix E2
GRAMMARIAN’S CERTIFICATION
110
Appendix F
PLAGIARISM CHECKER
111
Appendix G
REVISION MATRIX
112
113
114
Appendix H
PROOF OF DATA GATHERING
115
Appendix I
CURRICULUM VITAE
Name: Agustin, Lenniel E.
Address: Del Monte, Quezon City, Metro Manila
Contact Number: 09813250651
School Email: 422001759@ntc.edu.ph
PERSONAL DATA
Age: 20
Date of Birth: September 19, 2003
Sex: Female
Civil Status: Single
EDUCATIONAL DATA
Tertiary
National Teachers College
Bachelor of Science in Accountancy
2022 - Present
Secondary
Bayambang National High School
Accountancy and Business Management
116
2016-2022
Primary
Don Pedro Elementary
2010-2016
117
CURRICULUM VITAE
Name: Apolinario, Mechaella Shella
Address: Block 11 Lot 4 Asamba CMP Baesa, Quezon
City
PERSONAL DATA
Age: 23
Date of Birth: May 6, 2001
Sex: Female
EDUCATIONAL DATA
Tertiary
2019 - Present
Secondary
AMA Senior High School
2017 - 2019
118
Pugal Lawin High School
2013 - 2017
Primary
Alaminos Elementary School
2007 - 2013
119
CURICULUM VITAE
Name: Mantes, Angelyn C.
Address: Sitio Maligaya, San Isidro, Antipolo City
PERSONAL DATA
Age: 21
Date of Birth: October 23, 2002
Sex: Female
EDUCATIONAL DATA
Tertiary
2021 - Present
120
Secondary
Polytechnic University of the Philippines
2019 - 2021
Antipolo National High School
2015 - 2019
Primary
Bagong Nayon 2 Antipolo Christian School
2015
121
CURRICULUM VITAE
Name: Perreras, Andrea
Address: 734 Miguelin St. Sampaloc Manila
PERSONAL DATA
Age: 21 years old
Date of Birth: August 16, 2002
Sex: Female
EDUCATIONAL DATA
Tertiary
The National Teachers College
2021 - Present
Secondary
Polytechnic University of the Philippines
2019 - 2021
122
The Nazarene Catholic School
High School
2015 - 2019
Primary
The Nazarene Catholic School
Elementary
2009 - 2015
123
CURRICULUM VITAE
Name: Sahay, Alleyssa V.
Address: Block 92 Lot 9 Bella Vista Subdivision,
PERSONAL DATA
Age: 23
Date of Birth: June 1, 2001
Sex: Female
EDUCATIONAL DATA
Tertiary
2022 - Present
Pamantasan ng Lungsod ng Maynila
124
2019 - 2022
Secondary
Fiat Lux Academe of City of General Trias
2017 - 2019
Ramon Magsaysay High School
2013 - 2017
Primary
Padre Gomez Elementary School
2007 - 2013
125
Appendix J
REQUEST LETTER FOR DATA OF SCHOOL OF BUSINESS POPULATION
126
Appendix K
TEST OF NORMALITY
127
Appendix L
CORRELATIONS
128

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NATIONAL TEACHERS COLLEGE

THE PROBLEM AND ITS BACKGROUND

The idea of Corporate Social Responsibility was introduced by Howard Bowen in

has far-reaching effects on a company's reputation, stakeholder relationships, risk

provides them with a competitive advantage. As businesses continue to recognize the

importance of CSR, its influence on corporate strategies and decision-making is likely to

societal expectations of businesses continuously evolves, so does the increase in demand

expect companies to contribute

positively to the communities in which they operate. Addressing the evolving

expectations of society towards business and students requires a strategic and

business regulations and ethical principles. Additionally, in 2020, the House of

Responsibility Act” which aims to encourage companies to participate in a fostering a

socially responsible community through CSR-related activities which include charitable

commonly manifested in a form of community extension.

of obtaining, adapting, sharing, and applying new knowledge and technology.

A commitment to CSR can have a profound impact on a company's or educational

social and environmental values, being transparent, and consistently engaging in

understanding of the integration of CSR in academic institutions by determining the CSR

within the School of Business.

Moreover, 43% call for an individual's or organization's accountability by means of “cancel

encapsulated in the concept of corporate social responsibility

Background of the Study

Corporate social responsibility is a form of business self-regulation, aimed to hold

2020) In their decision-making, students—especially those from younger generations—are

enrollment decisions (Mengelsman, 2019).

Corporate Social Responsibility

Corporate Social Responsibility plays a significant role in shaping the landscape of

responsibilities. Educational institutions that embrace CSR contribute to the development

of socially responsible citizens. By integrating ethical values, sustainability, and

understanding of their roles in society and the importance of ethical behavior in

professional and personal life.

customer loyalty. Such affirmative linkages further emphasize the importance of

Corporate social responsibility (CSR) in education comes in the form of private

better understanding of the relationship between corporate social responsibility orientation

of corporate social responsibility depends on the upcoming generations' attitudes. Aside

into a more positive perspective towards CSR.

Higher Education Institutions (HEIS) have been playing an important role in

transforming societies through the educational and professional preparation of leaders,

development, as well as CSR (Dagiliūtė et al., 2018).

The International Pyramid Model of CSR is the result of Masoud’s adjustment of

CSR was discussed. In this model, economic responsibility is manifested in the

educational advancement (Masoud, 2017 as cited in Andriukaitienė, 2021). Moreover,

Archimi, et al (2023) emphasizes the importance of economic responsibility by stating that

economic responsibility in a firm. An organization’s effective fulfillment of its

responsibility is a critical factor that positively affects stakeholders’ organizational trust

contribute positively to the broader society.

responsibility by performing their core functions in accordance with the established

inclusive facilities and programs, faculty training, and discrimination-free environment

effective discharge of functions (Tamvada, 2020).

performance of its legal responsibilities as manifested in their compliance with relevant

institution offers. According to IIEP-UNESCO (n.d.), the promotion of good governance

and accountability serves as a preventive measure to avoid corruption and malpractices in

improvement of society’s quality as a whole, including its economic and social

general growth. Corporate social responsibility has become a major component of a

have been profitable in the past.

in which students are part of.

society (Saidu, 2018). In current years, customers, suppliers, employees, society,

activities in corporate social responsibility as a mechanism to build their reputation. Thus,

activities inclined with the goals of the organization.