Abstract
This study examines how teaching competence, resource availability, and career preferences collectively shape program quality in a higher education institution. Guided by theories of Planned Behavior, Social Cognitive Theory, and Expectancy-Value Theory, the research situates the topic within the growing demand for quality-driven, student-centered higher education. The primary objective is to determine the levels of teaching competence, resource availability, and career preferences among senior high school students, and to identify their relationship to program quality, as well as the variables that significantly predict it. Employing a descriptive correlational and causal research design, data were gathered from Grade 12 students across six academic strands using a validated 90-item Likert-type questionnaire. Results indicate high levels of teaching competence, strong resource availability, and positive alignment of career preferences, all of which show significant correlations with perceived program quality. Multiple regression analysis further identifies the most influential variable(s) contributing to overall program quality. The study concludes that strengthening instructional competence and ensuring adequate institutional resources are essential for enhancing program quality and aligning higher education offerings with student needs and aspirations.
