Promotion of Cultural Competence in Relation to Affective Commitment of the Faculty in Tertiary Schools in Davao Region Porferia S. Poralan ORCID No. ORC0000-0001-6573-3174 febferry@gmail.com University of the Immaculate Conception Davao City, Philippines ABSTRACT This study aims to find out the relationship between levels of promotion of cultural competence and affective commitment of Faculty of tertiary schools in Davao region. The descriptive-correlation method of research was used. To arrive at an accurate interpretation of the data, statistical technique such as mean and Pearson r coefficient were employed. The study revealed that there is a high level of promotion of cultural competence in the area of curriculum, faculty, and student services program, research and development and community extension program. This implies that practices in the promotion of cultural competence are oftentimes observed. It also reveals that the level of affective commitment of the Faculty is also high in terms of organizational commitment, organizational rewards, procedural justice, and diƌeĐt supeƌǀisoƌ’s suppoƌt. The high rating on the level of affective commitment of faculty members in the tertiary schools in Davao Region means that practices on perceived organizational support, organizational commitment, organizational rewards, procedural justice, aŶd diƌeĐt supeƌǀisoƌ’s suppoƌt aƌe felt ofteŶtiŵes ďLJ the faĐultLJ. This is paƌtiĐulaƌlLJ ŵaŶifested ďLJ the faĐultLJ’s feeliŶg of sense of belongingness and believing that the problems faced by the organization are also their problem to solve. Keywords: Educational leadership, cultural competence, affective commitment, faculty, correlation, Philippines INTRODUCTION TeaĐheƌs’ Đoŵŵitment has been identified as one of the most critical factors in the success and future of education. It contributes to teachers' work performance, absenteeism, burnout and turnover, as well as having an important influence on students' achievement and attitudes toward school (Tsui & Cheng, 1999). Meanwhile, evidences were presented at the UNESCO International Conference on Education in 1996, of the deterioration in the working conditions of teachers, in turn producing demoralization, abandonment of the profession, absenteeism, and a negative impact on the quality of education. Nias (1981) said esseŶtiallLJ it is a professional necessity for teachers to be emotionally committed to their work, for without this emotional connection, teachers face the constant danger of burn-out in an increasingly iŶteŶsified ǁoƌk eŶǀiƌoŶŵeŶt. OŶ the otheƌ haŶd, Roekel ;ϮϬϬϴͿ eŵphasized that teacher