Correlates of Teaching Effectiveness of Faculty Members

The purpose of the study is to investigate and assess the teaching effectiveness of the faculty members in a private college in Nueva Vizcaya, Philippines. Respondents of this survey included 362 learners from various departments namely the College of Arts, Sciences and Education - Information Technology aptly called CASE-IT, College of Business, Management and Accountancy “CBMA,” College of Engineering and Technology “CET,” School of Medical Sciences “SMS,” and School of Criminology “SOC.” The researchers used frequency, mean, standard deviation, and chi-square as statistical tools. Mean and frequency were used in measuring the Age, Sex, and Department. Standard deviation was used to measure the extent of the scattered set of values. Chi-square was used in determining the significant relationship between the respondents’ profile and their perspectives on teaching effectiveness. The mean was used for questions that require a five-point Likert Scale to assess their corresponding qualitative description. The findings of this study revealed that the learners perceived their faculty members' teaching effectiveness as very satisfactory in terms of commitment, knowledge of the subject, teaching for independent learning, and management of learning. Differences occurred in the learner’s perspective in each department, revealing each strength and weakness in the faculty member's teaching effectiveness. Furthermore, the results imply that the faculty members' teaching effectiveness can be effectively enhanced by continuous professional development programs, peer observation programs, mentorship programs, recognition and appreciation of the faculty members, supportive leadership collaboration between the faculty members and administration, and promoting healthy work-life balance for the faculty members.