Professional Development and Job Performance Among Faculty in a Private Higher Education Institution
DOI:
https://doi.org/10.67903/ijroms0477Keywords:
Professional Development, Job Performance, Higher Education Institution, Faculty, Teaching EffectivenessAbstract
This study examined the relationship between professional development and job performance among faculty members in a private higher education institution in Victorias City, Negros Occidental, Philippines. Although previous research has established the importance of professional development, limited evidence explains how faculty participation and perceived institutional support relate simultaneously to teaching effectiveness, research productivity, and community engagement within a specific private higher education context. A descriptive-correlational design was employed with 290 faculty members who met the study’s inclusion criteria, including current employment and at least two years of teaching experience in the institution. Data were collected through a validated researcher-developed questionnaire measuring participation in professional development activities, institutional support, and job performance. Frequency, percentage, mean, and standard deviation were used for descriptive analysis; an independent-samples t-test was used to examine differences by sex; and Pearson’s product-moment correlation was used to test relationships between professional development and job performance. Participation in professional development activities was high (M = 3.58, SD = 0.13), as was perceived institutional support (M = 3.55, SD = 0.11). Job performance was high in research productivity (M = 3.57, SD = 0.10), teaching effectiveness (M = 3.54, SD = 0.11), and community engagement (M = 3.51, SD = 0.06). The perceived influence of professional development on job performance was also high (M = 3.82, SD = 0.084). No significant difference was found between female and male faculty members, t(271.382) = 0.947, p =.344, with a very small effect size (d=.111). Participation in professional development was significantly and positively related to teaching effectiveness (r=.198, p=.001), research productivity (r=.147, p=.012), and community engagement (r=.145, p=.014). The findings indicate that professional development participation is a meaningful but modest contributor to faculty job performance. The institution should therefore sustain relevant development programs and improve the practical alignment of institutional support with faculty responsibilities.
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