Faculty Development Practice Theory: Redefining Characteristics of Professional Competency in Higher Education Institutions (HEIs)
DOI:
https://doi.org/10.56778/rss.v1i3.706Keywords:
Faculty development practice theory, characteristics of professional competency, and Higher Education Institutions (HEIs)Abstract
The study aims to identify the faculty development practice theory in redefining characteristics of professional competency in higher education institutions in the area of creating a culture of teaching excellence, advancing initiatives in teaching and learning, and supporting faculties on professional development goals. Descriptive quantitative research is employed in the study. It measures and quantifies the development practice theory on the educational phenomena of the research process. The study comprised sixty (60) respondents only. Results show that creating a culture of teaching experience contributes to relevant insights and offers culture of excellence strategies to encourage motivation, behavior, and improved performance outcomes; show that advancing initiatives in teaching and learning among the respondents improves advanced recognition and evaluation pathway systems in the HEIs where it explores to provide opportunities for advanced initiatives in teaching and learning activities, underlying tasks, and performance of students as centers of learning; and show that supporting faculties on professional development goals among the respondents inspires visualizing success in the achievement of professional development of faculty, process success, and passion at work aspects.
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