Faculty Development Program as Drivers for Personal, Professional, and Institutional Improvement
DOI:
https://doi.org/10.69569/jip.2026.027Keywords:
Faculty development programs, Higher education, Institutional improvement, Professional development, Teaching qualityAbstract
Faculty development programs (FDPs) play an important role in improving teaching practices, strengthening professional skills, and supporting institutional development in higher education; however, despite their regular implementation, limited empirical evidence exists on how these programs are carried out and how they contribute to faculty growth and institutional improvement within specific contexts. This study examined the implementation of faculty development programs at St. Louis College of Bulanao. It explored their perceived effects on faculty professional development and institutional outcomes using an explanatory sequential mixed-methods design. Quantitative data were collected from 40 respondents (33 faculty members and 7 administrators), followed by qualitative interviews to explain the survey results further. Descriptive statistics, particularly weighted means, were used to analyze the quantitative data, while thematic analysis was applied to the qualitative responses. Results indicate that FDPs are generally implemented in the institution, with an overall mean of 2.82 reported by faculty and 3.22 by administrators, and faculty members agreed that FDPs contributed to their personal and professional development (M = 3.21), particularly in improving teaching competence and professional skills. In terms of institutional improvement, faculty reported a mean of 3.03, while administrators reported a higher mean of 3.47, suggesting improvements in teaching quality, collaboration, curriculum development, and student learning experiences; however, research support received a moderate rating (M = 2.82), indicating the need for stronger research-focused initiatives. Overall, the findings show that faculty development programs contribute positively to teaching effectiveness and institutional improvement, but enhancing research support, improving communication of opportunities, and increasing faculty involvement in program planning may further strengthen their impact and sustainability.
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