ABSTRACT
This study examines the training needs of faculty members at Sto. Niño Seminary using a mixed method approach that combines both quantitative and qualitative data to understand comprehensively the professional development needs of the faculty. The research carried out through surveys and interviews identifies areas where extra training need to be provided to faculty members, particularly in time management, assessment practices, and deep subject knowledge. The results show that many teachers are not ready for managing their workloads well which affects their teaching effectiveness as well as students’ involvement in learning process. In addition, the study points out that there is a need for better assessment practices that can match contemporary educational standards and methodologies. Consequently, these findings have significant implications on educational administration and faculty development thus necessitating focused initiatives be put in place to cater for such training needs. By concentrating on these areas, the seminary can improve its teaching effectiveness resulting into better student outcomes that would positively impact on the education landscape within Philippines. This research provides a basis for future professional development programs tailored specifically to address faculty’s particular demands.
Keywords: Training Needs, Faculty Development, Time Management, Assessment Practices, Educational Administration, Philippine Context
INTRODUCTION
In the rapidly evolving educational landscape of the Philippines, it is crucial to prioritize the professional growth of faculty members to enhance instructional efficacy and elevate student outcomes. The adoption of the K-12 educational system and the difficulties caused by the COVID-19 epidemic have increased the need for high-quality education, requiring a flexible and adaptable approach to teacher training (Department of Education, 2020). Studies suggest that well-designed professional development programs have the potential to enhance teaching methods and boost academic performance among students (Darling-Hammond et al., 2017; Desimone, 2017). The Philippine education system faces unique challenges, including diverse student needs, limited resources, and varying levels of teacher preparedness (UNESCO, 2021). As educators work towards meeting these requirements, it becomes crucial to comprehend the precise training requirements of faculty. Contemporary literature highlights the significance of ongoing professional development in promoting proficient teaching methods (Guskey, 2019; Timperley et al., 2020). Faculty members often encounter challenges balancing their teaching responsibilities with administrative tasks, leading to stress and burnout (Kennedy-Cullen, 2021). Moreover, the need for improved assessment practices is underscored, as formative assessment has been shown to support student learning and development (Hattie & Timperley, 2019; Wiliam, 2021).
This study aims to fill these knowledge gaps by thoroughly examining the training requirements for faculty members at Sto. Niño Seminary. The analysis will specifically concentrate on enhancing professional conduct, expanding subject expertise, and improving evaluation methods. The study aims to identify these needs to provide valuable insights for creating focused professional development programs that are pertinent and effective within the educational context of the Philippines.
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