Professional Development, Faculty Competencies and Job Satisfaction: Their Relationship to Institutional Performance

Abstract

This study examined the relationships among higher education institutions' (HEIs) provisions for professional development, faculty teaching competencies, and job satisfaction, and their collective bearing on institutional performance among Teacher Education Program (TEP) faculty in the province and city of Iloilo, Philippines. Using a descriptive research design, data were gathered from 155 faculty members across 26 HEIs through researcher-made questionnaires, with institutional performance assessed via Board Licensure Examination for Professional Teachers (BLEPT) passing rates, accreditation level, and graduation rate. Results showed that professional development provisions were more frequently practiced across all HEI classifications, with no significant differences by type, category, geographical location, size, or status, except for in-service training, which differed significantly by institutional category. Faculty competencies were rated excellent across all groups, while job satisfaction was generally very high, with collegial relations and job interest as the strongest subscales. Most HEIs recorded average institutional performance. Chi-square analyses revealed no significant relationships between institutional performance and any of the three independent variables. These findings suggest that while professional development, competency, and satisfaction are well-established in these HEIs, their influence on measurable institutional outcomes may be mediated by other structural and contextual factors that warrant further investigation.