Home⇛Journal of Interdisciplinary Perspectives⇛vol. 4 no. 6 (2026)

Faculty Development Program as Drivers for Personal, Professional, and Institutional Improvement

Jonie Claire L. Pallayoc

Discipline: Teacher Training

 

Abstract:

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.



References:

  1. Ahmed, S., Hegazy, N., Kumar, A.P., Abouzeid, E., Wasfy, N., Atta, K., Wael, D., & Hamdy, H. (2022). A guide to best practice in faculty development for health professions schools: A qualitative analysis. BMC Medical Education. https://doi.org/10.1186/s12909-022-03208-x
  2. Ahmed, S., Naudhani, T., & Wazir, S. (2025). The role of faculty development in enhancing teaching quality in higher education in Pakistan. Social Science Review Archives, 3(3), 1895–1908. https://doi.org/10.70670/sra.v3i3.1024
  3. Alhassan, A.I. (2022). Implementing faculty development programs in medical education utilizing Kirkpatrick’s model. Advances in Medical Education and Practice, 13, 945–954. https://doi.org/10.2147/AMEP.S372652
  4. Ang, J., Berry, E., Chavez, J., Dela Calzada, K., Polestina, M.A., Asiri, M., Marquina, R., Macabago, J., & Paringit, S., Jr. (2025). How academic leaders induce motivation and productivity among faculty through faculty development management. Environment & Social Psychology, 10(8). https://doi.org/10.59429/esp.v10i8.3913
  5. Arcega, I. (2023). Enabling faculty through engagement: Insights to human resource policy directions. Journal of Organisational Studies and Innovation, 9(4), 46–58. https://doi.org/10.51659/josi.22.160
  6. Babu, T.S.V., & G, V. (2023). Professional development programs: Their role in shaping organizational culture and boosting teaching effectiveness – A review. https://doi.org/10.53555/kuey.v29i4.7483
  7. Bajaj, R. (2023). Challenges and opportunities: Faculty development in private higher education institutions (HEIs). Journal of Propulsion Technology, 44(4), 3072–3080 https://doi.org/10.52783/tjjpt.v44.i4.1399
  8. Beach, A., Sorcinelli, M.D., Austin, A., & Rivard, J. (2023). Faculty development in the age of evidence: Current practices, future imperatives. Routledge. https://doi.org/10.4324/9781003444787
  9. Catanzano, T., Deitte, L., Naeger, D., Morgan, D., Germaine, P., & Slanetz, P. (2022). Meeting faculty development needs: Review of current resources and opportunities for program development. Academic Radiology, 29(7), 1116–1123. https://doi.org/10.1016/j.acra.2021.08.021
  10. Commission on Higher Education. (2012). CHED Memorandum Order No. 46, series of 2012: Policy-standard to enhance quality assurance (QA) in Philippine higher education through an outcomes-based and typology-based QA.
  11. Crispino, E., & Moyani, G., Jr. (2023). Professional developmental needs of teachers. Polaris Global Journal of Scholarly Research and Trends, 2(4), 14–24. https://doi.org/10.58429/pgjsrt.v2n4a89
  12. Dio, E.A. (2025). Transforming graduate school faculty development: Insights from training needs analysis. Journal of Interdisciplinary Perspectives, 3(6), 118–127. https://doi.org/10.69569/jip.2025.207
  13. Espartero, R., Amparado, M.C., & Tubola, C.J. (2025). The impact of the faculty development on teaching, learning, and research. International Journal of Research and Innovation in Social Science, 2772–2785. https://doi.org/10.47772/ijriss.2025.909000238
  14. Farakish, N., Cherches, T., & Zou, S. (2022). Faculty success initiative: An innovative approach to professional faculty onboarding and development. Journal of Formative Design in Learning, 6(2), 113–126. https://doi.org/10.1007/s41686-022-00069-x
  15. Favre, D., Bach, D., & Wheeler, L. (2021). Measuring institutional transformation: A multifaceted assessment of a new faculty development program. Journal of Research in Innovative Teaching, 14(3), 378–398. https://doi.org/10.1108/JRIT-04-2020-0023
  16. Gautam, A., Dahal, N., & Hasan, M. (2025). University faculty perceptions of training transfer and professional growth: A qualitative study. Frontiers in Education, 10. https://doi.org/10.3389/feduc.2025.1553377
  17. Humphry, J. (2022). Implementing faculty development programs in medical education utilizing Kirkpatrick’s model. Advances in Medical Education and Practice, 13, 945–954. https://doi.org/10.2147/AMEP.S372652
  18. Kırkıç, K.A., Korkmaz, Z.S., Doğan, S., Nalbantoğlu, Ü.Y., & Cengiz, S.G. (2024). Faculty development to design effective online courses: Responding to requirements. Tuning Journal for Higher Education, 11(2), 163–189. https://doi.org/10.18543/tjhe.2597
  19. Kongle, D., Syeda, U.B., & Saba, S. (2025). Faculty engagement as a strategic driver of institutional performance in higher education. Involvement International Journal of Business, 2(4), 230–240. https://doi.org/10.62569/iijb.v2i4.160
  20. Li, Y., & Liu, Y. (2024). Strengthening teacher development programmes in higher education: Best practices and lessons learned. Innovations in Education and Teaching International, 1–14. https://doi.org/10.1080/14703297.2024.2371401
  21. Nair, B., Bleasel, J., Mwangi, F., & Malau-Aduli, B. (2024). Reimagining faculty development: A paradigm shift from content to transformative learning processes. Medical Teacher, 1–9. https://doi.org/10.1080/0142159x.2024.2390035
  22. Nashrullah, M., Qausya, N., Nursalim, M., Budiyanto, B., & Lestari, G.D. (2025). Innovation in strategies for faculty development and career advancement. Indonesian Journal of Innovation Studies, 26(1). https://doi.org/10.21070/ijins.v26i1.1319
  23. Naveen, P. (2025). Weighing faculty research contribution in institutional growth and incentivization. Preprints. https://doi.org/10.20944/preprints202503.1733.v2
  24. Ramos, L., & Codilla, L. (2024). Nurturing excellence: Exploring the level of professional development strategies for quality assurance in a multi-campus higher education institution. International Journal of Multidisciplinary Applied Business and Education Research, 5(5), 1528–1534. https://doi.org/10.11594/ijmaber.05.05.06
  25. Robertson, M., Cofrancesco, J., Jr., & Levine, R. (2025). Transforming individuals and institutions through competency-based faculty development. Frontiers in Medicine, 12, 1621376. https://doi.org/10.3389/fmed.2025.1621376
  26. Steinert, Y., O’Sullivan, P., & Irby, D. (2024). The role of faculty development in advancing change at the organizational level. Academic Medicine, 99(7), 716–723. https://doi.org/10.1097/acm.0000000000005732
  27. Swadia, B., Baskaran, D., Gupta, D., et al. (2023). Faculty professional development in private colleges: Strategies for enhancing teaching and research. Tuijin Jishu/Journal of Propulsion Technology. https://doi.org/10.52783/tjjpt.v44.i4.2195
  28. Tobar, C. (2020). Towards the advancement of teaching and learning: An innovative approach to faculty development (Doctoral dissertation, Northeastern University).
  29. van Bruggen, L., ten Cate, O., & Chen, H.C. (2020). Developing a novel 4-C framework to enhance participation in faculty development. Teaching and Learning in Medicine, 32(4), 371–379. https://doi.org/10.1080/10401334.2020.1742124
  30. Yadav, B.K. (2024). Professional development programmes: Practices and impacts. KMC Journal, 6(1). https://doi.org/10.3126/kmcj.v6i1.62342

Tools


Copyright © 2026  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic