Academic Management and Instructional Practices of Higher Education Institutions in Lanao Del Norte: Basis for Faculty Development Plan

Abstract

Academic management and instructional practices synergize within higher education, with effective management enhancing teaching quality and performance. Recognizing this symbiotic relationship, a study was conducted in Lanao del Norte to explore this correlation and develop a faculty development plan. Through in-depth interviews and a survey of 300 faculty members, including professionals, instructors, and lecturers, across various disciplines and institutions, data was gathered during the 2023-2024 academic year. Statistical analyses were employed to discern patterns, including mean, frequency, percentage, standard deviation, Pearson-r, and ANOVA. Surprisingly, the study found that factors like educational attainment, position, and training attendance did not significantly correlate with assessments of academic management or instructional practices. Moreover, no meaningful association emerged between faculty perceptions of planning, organizing, directing, and controlling within academic management and their instructional practices. These findings underscore the need to elevate the focus on academic management and align it with faculty descriptions of instructional practices. Consequently, the study proposes a tailored faculty development plan to enhance academic management and instructional quality, fostering sustained excellence within higher education institutions.