Management practices, faculty self-efficacy, and board exam performance in Philippine higher education

บทคัดย่อ

This study explores faculty perceptions of management practices, self
efficacy, and board performance at Isabela State University, emphasizing
their interconnections and impact on academic success. Through qualitative
interviews with 28 purposefully selected faculty members, five key themes
emerged: faculty perceptions of management practices, self-efficacy,
board performance, the relationship between these factors, and faculty
recommendations for improvement. Faculty generally perceived ISU’s
management practices positively, particularly its collaborative leadership
style and commitment to academic excellence, though challenges in policy
implementation, resource management, and communication were identified.
Faculty self-efficacy, influenced by experience, training, and administrative
support, was found to positively impact teaching effectiveness. However, those
with additional administrative responsibilities reported lower self-efficacy due
to insufficient training. Faculty also expressed satisfaction with ISU’s board
exam performance but noted challenges, including disruptions caused by the
COVID-19 pandemic. Recommendations to improve faculty self-efficacy and
board performance included continuous professional development, enhanced
resource allocation, and better alignment of curricula with board exam
requirements. The study reveals that effective management practices, faculty
self-efficacy, and board performance are mutually reinforcing, with positive
management practices enhancing faculty confidence and, in turn, improving
student outcomes. These findings offer valuable insights for higher education
institutions seeking to enhance leadership practices, faculty development, and
academic performance.