Personal Qualities and Professional Practices of UBLC Faculty: Bases for a Plan Faculty Intervention Activities
University of Batangas, Philippines
ABSTRACT
This study focused on the personal qualities and professional practices of faculty members at University of Batangas Lipa Campus during the academic year 2015 – 2016 with the end in view of proposing intervention activities of faculty development. Using a self- structured questionnaire, forty-six (46) full time faculty members were involved in this study. Responses of the teachers were analyzed using frequency counts, weighted mean, t-test and Analysis of Variance (ANOVA). It was found out that faculty members are young adults and beginners in the teaching profession. They are compassionate, buoyant and pleasant but wanting in cooperativeness, resourcefulness and self-confidence. They place importance on students’ innate capabilities, values and outputs and relate well with them but short in planning for out-of-school exposure and setting high expectations for their students. They use strategies that develop self-confidence among students and instructional materials that help achieve their learning targets but using research- and technology- based strategies are not generally practiced. Planning based on assessment results and jiving assessment with learning outcomes are not common to faculty members. It was found out that there are no significant differences in the responses of faculty members when grouped according to gender, age and educational qualifications. A proposed plan of faculty intervention activities is offered for the institution’s perusal.
KEYWORDS
Personal traits, professional qualities, student learning, teaching practices, assessment, intervention activities