CORE VALUES IN INSTRUCTION: BASIS FOR ENHANCEMENT OF FACULTY DEVELOPMENT PROGRAM IN SECTARIAN SCHOOL

Abstract

This study explored the experiences, challenges, and perceived effectiveness of core values integration in instruction among faculty members a sectarian institution in Baguio City, employing an Explanatory Sequential Mixed Method Design. The quantitative phase involved 135 teacherrespondents who completed a researcher-made survey questionnaire, while the qualitative phase conducted twenty-four (24) semi-structured interviews with purposively selected participants. Findings revealed that the level of integration of sectarian core values, Faith, Excellence, Compassion, Social Responsibility, and Stewardship, in teachers’ instruction is Very Highly Integrated (AWM = 4.30); the level of implementation in instructional practices is Very Highly Evident (AWM = 4.30); and the extent of attainment of institutional realization of mission and core values is Highly Attained (AWM = 3.94). Six qualitative themes emerged, illuminating structural, pedagogical, and interpersonal challenges faced by faculty. The teaching faculty effectively embeds mission-driven core values as a central pedagogical approach, moving beyond theoretical acknowledgment to consistently weave these principles into their professional conduct and classroom management. While the institution successfully translates its abstract mission into a clear organizational identity, a slight disparity exists between high instructional effectiveness and the broader administrative support systems. Implementation is currently hindered by structural barriers like resource scarcity, a leadership-value disconnect that creates a "trust deficit," and a lack of specialized pedagogical training. Consequently, bridging the gap from "mentioned" to "lived" values requires the institution to address these systemic hurdles and transition toward a truly Values-Based Operational Model that prioritizes authentic integration over mere compliance. An integration-outcome gap was identified: while teachers perform at a very high level in the classroom, broader institutional support systems require further development. The study produced the Core Values Integration and Monitoring Tool (CVIMT) as a practical output for school administrators.