This study attempted to find out the status of the planning and development program of State Universities and Colleges and its influence to the institutional productivity and the level of commitment of the administrators. The respondents of the study were the 183 administrators of Region VI. The data were gathered using the questionnaires on the status of the planning and the development program, institutional productivity and administrators' commitment. To analyze the data gathered, the percentage, mean, standard deviation, t-test, One-way Analysis of the Variance (ANOVA), Multiple Regression Analysis Enter Method, and Pearson r were used as statistical tools. Based on the analysis of data the researcher arrived at the following conclusions: There is a strong planning and development program among the State Universities and College in Region VI. Generally, there is an average level of institutional productivity among the State Universities and Colleges in Region VI. When treated by campus, majority of the main campus posted a high productivity but external campuses got low productivity. The level of the administrators' commitment is very high. The significance difference existed when the participants were grouped on the following: (1) campus in all areas of planning and development program, (2) age in the areas of vision, mission and goals, faculty, students, physical plant and facilities and administration; (3) nature of administration in the areas of faculty, students, and administration; (4) management level in the areas of faculty research, physical plant and facilities, and administration; (5) educational attainment in the areas of faculty, students, research, extension and community development and physical plant and facilities. Only in the variable civil status the administrators differed significantly in their commitment. Type of campus was the only variable which came out to be a significant predictor in all areas of the planning and development program. However, age was also a significant predictor in such areas as mission, vision and goals and students. Nature of administration was found to be a significant predictor in the areas of faculty and students. Not one of the administrator-related factors-nature of administration, age, campus, civil status, gender, length of administrative experience, number of staff, specialization, management level and educational attainment could significantly predict the administrators' commitment towards the institution of which they are the administrators. The status of the planning and development program of the SUCs significantly influenced the institutional productivity and the administrators' level of commitment. Possitive but not significant influence existed between institutional productivity and administrators' commitment. Institutional development program is recommended for SUCs in Region VI. In view of the conclusions, the following recommendations are presented: The implementation of the proposed institutional development program for SUCs in Region VI. The vision, mission and goals of the external campus should be formulated based on the vision, mission and goals of the main. Conduct corporate planning/strategic planning every year with emphasis on targets and actions to achieve them. Periodic evaluation of action plan and long range plan should be one by holding an annual performance review. Administrators shall grant full-time scholarship including financial assistance to faculty on thesis/dissertation writing. This will encourage faculty to go on graduate studies which will eventually improve the faculty profile of the external campus. External campus should submit themselves to voluntarily accreditation by using the findings of this study of productivity as basis or reference. Conduct retooling of administrators especially in the lower level of the organizational hierarchy to meet their diverse training needs. Develop the implementing capacities by equipping them with the current trends in the planning, implementation, monitoring and evaluation of development programs and projects. Majority of administrators were non-educational management majors. Hence, develop career progression schemes for administrators and specialists. Organize training programs on research building capabilities and extension activities. Members of the faculty especially in the external campus should be required to propose or conduct research and present them during in-house review and disseminate to clienteles intended. This can be done initially through group research work. Undertake relevant programs, projects, and other activities that will generate income for the college or university. Organize Development Council of SUCs in Region VI and create Center for Institutional Productivity and Policy Studies. Administrators shall encourage faculty to write and published books. Involve planning for productivity in all phases of management process. In addition, effective monitoring system and evaluation should likewise be observed.