Self-concept and teaching effectiveness of faculty members in the College of Engineering and Architecture at Don Honorio Ventura Technological State University [manuscript] / Jerwin Fabon Desoylong.

Teaching effectiveness of the faculty is one of the most important factor that need to be considered. The success of the student depends to the extent on how teachers have thought and prepared them. This study aimed to evaluate and determine the self-concept and level of teaching effectiveness of the faculty members in the College of Engineering and Architecture at Don Honorio Ventura Technological State University. The study uses the quantitative descriptive design to determine in the conduct of the study where 45 student-respondents of the same levels were randomly selected in evaluating 78 Engineering faculty at DHVTSU. The instrument adopted the Robson Self-concept questionnaire and the Faculty Evaluation Form. Data were treated using weighted mean, t- test and ANOVA . Findings revealed that the novice and young faculty members with less teaching experience and few experiences in the industry but continuing their Master's degree had greater frequency and percent. Further, the faculty had very high self-concept at 3.41 mean and also had an outstanding performance from the students' evaluation and self-assessment at the overall mean of 4.21 and 4.35 respectively. The results showed no significant difference between students' and faculty evaluation on faculty performance and self-concept when grouped based on profile. The result shows that faculty had high level of confidence and were assess by the students as outstanding in the deliverance of the subject. It is further recommended to adopted the 12 elements of Washington Accord Graduate Attribute Profile as a teaching enhancement plan as basis for upgrading Engineering faculty performance.