Professional development of the faculty in State Universities and Colleges in Region III
Trajano, Rolando G.
Professional development of the faculty in State Universities and Colleges in Region III [manuscript] / Rolando G. Trajano. - Mandaluyong City : Rizal Technological University, 2019. - xi, 117 leaves ; 28 cm.
Includes bibliographical references.
This study examined the adequacy of resources and effectiveness of the career support and development of Faculty Development Programs (FDP) in State Universities and Colleges in Region III, including their resources. The faculty from the College of Technology of the Bataan Peninsula State University (BPSU), The Bulacan State University (BulSU), and the Don Honorio Ventura Technological State University (DHVTSU), all in Region III, were the respondents. The descriptive method of research was applied in this study. The questionnaire was used to find out the adequacy of resources in providing faculty professional development, how effective are the SUCs in managing their resources for faculty professional development, and to discover what types of professional development program have been participated in by the faculty. Also, the instrument was used to study the level and intensity of participation by the faculty-respondents in professional development, the faculty's professional development needs that should be addressed from 2015-2018 and how well these professional development needs are met. Likewise, the questionnaire was used to guide in policy directions that may enhance the career and professional development of the faculty members in these SUCs. Findings of the study reveal that the SUCs in providing faculty professional development are adequate in faculty orientation resources, mentoring resources but moderately adequate in professional development resources, research resources and extension services resources. However, the SUCs are not effective in the managementof their resources for faculty development. The common type of professional development program the faculty have participated in are limited mostly on conferences, conventions, seminars, workshops, and training courses. As to intensity, there are limited faculty participations in professional development activities in the three SUCs. The effectiveness of the SUCs in managing the resources for mentoring resources, professional development resources, and extension services resources for faculty development is significantly related to the level of participation of the faculty in professional development activities. The faculties from the three SUCs have a moderate level of need on learning how to use inquiry/investigation-oriented teaching strategies, understanding student thinking, deepening own content knowledge among others. And finally, majority of the SUC facilities found that their needs are met to a great extent by the professional development activities they participated in.
Teachers--Training of.
Professional development of the faculty in State Universities and Colleges in Region III [manuscript] / Rolando G. Trajano. - Mandaluyong City : Rizal Technological University, 2019. - xi, 117 leaves ; 28 cm.
Includes bibliographical references.
This study examined the adequacy of resources and effectiveness of the career support and development of Faculty Development Programs (FDP) in State Universities and Colleges in Region III, including their resources. The faculty from the College of Technology of the Bataan Peninsula State University (BPSU), The Bulacan State University (BulSU), and the Don Honorio Ventura Technological State University (DHVTSU), all in Region III, were the respondents. The descriptive method of research was applied in this study. The questionnaire was used to find out the adequacy of resources in providing faculty professional development, how effective are the SUCs in managing their resources for faculty professional development, and to discover what types of professional development program have been participated in by the faculty. Also, the instrument was used to study the level and intensity of participation by the faculty-respondents in professional development, the faculty's professional development needs that should be addressed from 2015-2018 and how well these professional development needs are met. Likewise, the questionnaire was used to guide in policy directions that may enhance the career and professional development of the faculty members in these SUCs. Findings of the study reveal that the SUCs in providing faculty professional development are adequate in faculty orientation resources, mentoring resources but moderately adequate in professional development resources, research resources and extension services resources. However, the SUCs are not effective in the managementof their resources for faculty development. The common type of professional development program the faculty have participated in are limited mostly on conferences, conventions, seminars, workshops, and training courses. As to intensity, there are limited faculty participations in professional development activities in the three SUCs. The effectiveness of the SUCs in managing the resources for mentoring resources, professional development resources, and extension services resources for faculty development is significantly related to the level of participation of the faculty in professional development activities. The faculties from the three SUCs have a moderate level of need on learning how to use inquiry/investigation-oriented teaching strategies, understanding student thinking, deepening own content knowledge among others. And finally, majority of the SUC facilities found that their needs are met to a great extent by the professional development activities they participated in.
Teachers--Training of.