Abstract
Sustainability intentions and teaching commitment have become increasingly important in higher education because they influence faculty retention, instructional quality, and the successful implementation of institutional sustainability initiatives. Despite growing attention to sustainability in teacher education, limited empirical studies have simultaneously examined sustainability intentions and teaching commitment among higher education faculty, particularly in local teacher education institutions. This study determined the level of sustainability intentions and teaching commitment among faculty members of the College of Teacher Education at Don Carlos Polytechnic College during the Academic Year 2025–2026. Specifically, it examined sustainability intentions in terms of intention to remain in the teaching profession, long-term career planning in education, and perceived stability of teaching as a career, as well as teaching commitment in terms of dedication to the teaching profession, sense of responsibility toward learners, and willingness to perform teaching-related tasks. It also determined significant differences in these variables when respondents were grouped according to age and gender. Employing a quantitative descriptive research design, the study utilized total enumeration to include all 50 faculty members of the College of Teacher Education. Data were collected using a validated and reliable structured questionnaire and analyzed using weighted mean, independent samples t-test, and one-way analysis of variance (ANOVA). The findings revealed that faculty members demonstrated a high level of sustainability intentions and a very high level of teaching commitment across all measured dimensions. Significant differences were observed in selected dimensions when respondents were grouped according to age and gender, indicating that demographic characteristics influence faculty members' professional intentions and commitment. The study concludes that sustaining teachers' professional commitment requires continuous institutional support, career development opportunities, and faculty development programs that strengthen long-term career intentions while enhancing instructional quality and organizational commitment.