Faculty Proficiency and Work Performance in Selected Higher Education Institutions in Cavite, Philippines: Basis for a Capacity Building Training Program

Abstract

Faculty proficiency is a fundamental determinant of instructional quality, research productivity, and institutional effectiveness in higher education institutions (HEIs). As universities continue to respond to rapid educational, technological, and societal changes, faculty members are expected to demonstrate competencies that extend beyond classroom instruction to include research, extension, innovation, and continuous professional development. This study examined the proficiency and work performance of faculty members at selected higher education institutions in Cavite as a basis for developing a Capacity Building Training Program. Specifically, it assessed faculty proficiency in terms of faculty personality, learning preparation, pedagogical skills, and professional competence; determined faculty work performance; examined differences in respondents' assessments; analyzed the relationship between faculty proficiency and work performance; identified the challenges encountered; and evaluated the acceptability of the proposed intervention program. A quantitative descriptive-correlational research design was employed involving 84 respondents, consisting of 79 faculty members and 5 administrators from three selected HEIs in Cavite. Data were collected using a researcher-developed, validated questionnaire and analyzed using frequencies, percentages, weighted means, One-Way Analysis of Variance, and Pearson Product-Moment Correlation. The findings revealed that faculty proficiency and work performance were generally rated highly. Significant positive relationships were observed between faculty proficiency and work performance, indicating that improvements in professional competence are associated with enhanced faculty performance. Respondents also identified moderate institutional challenges that affect instructional effectiveness and professional growth. Based on these findings, a Capacity Building Training Program was developed and was evaluated as highly acceptable. The study concludes that continuous faculty development remains essential for sustaining instructional excellence, research productivity, and institutional competitiveness among higher education institutions.