Faculty productivity as influenced by teaching commitment and the relevance and implementation of the Faculty Development Program

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Author: QuiƱon, Nenita Vigil

Accession Number: 948D

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Copyright Year: 2004

Abstract:

That productivity is the key to progress is a universally accepted economic theory. An enhancing model to this is the current global shift to the employee commitment approach. In response to the call for accountability in higher education, this study aimed at providing insights into the relevance and implementation of the faculty development program, teaching commitment, and productivity among the faculty of selected universities in Iloilo. This survey-correlational research employed researcher-made data gathering instruments. Simple random sampling with proportional allocation was used. The frequency count, mean, and standard deviation were employed for descriptive analysis. The analysis of variance, least significant difference and Pearson r were used for inferential analysis. The significance level set in the study was .05. The study revealed that the faculty development program for universities was very highly relevant and highly implemented. The faculty manifested high teaching commitment and average productivity. Their productivity was high in instruction, average in service, and low in research. They differed significantly in their commitment and productivity according to the relevance and implementation of the faculty development program They were very highly committed to instruction and least to research. Only those who regarded the program as highly implemented manifested high productivity.Orientation was the most important consideration, while formal study opportunities least, in the implementation of the program. Significant interaction effect was found between the implementation of the faculty productivity. Positive and significant relationships were found among all the variables employed in the study.


Keywords: Faculty productivity, Teaching commitment, Faculty Development Program

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