ESP-3332

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2025-02-07

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Vol. 10 No. 2 (2025): Publishing

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Research Articles

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Copyright (c) 2025 Gregg O. Siat

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How to Cite

O. Siat, G. (2025). Analysis of escalated training for faculty development: Change of mindset and behavior. Environment and Social Psychology, 10(2). https://doi.org/10.59429/esp.v10i2.3332

Analysis of escalated training for faculty development: Change of mindset and behavior

Gregg O. Siat

School of Teacher Education, Biliran Province State University, Biliran, 6543, Philippines


DOI: https://doi.org/10.59429/esp.v10i2.3332


Abstract

This study explores the transformative effects of enhanced faculty development programs on the teaching workforce within higher education institutions. Drawing on qualitative feedback from 40 faculty members from Biliran Province, the study reveals how well-structured development programs impact faculty motivation, teaching effectiveness, job satisfaction, and overall professional growth. Participants reported improvements in confidence, teaching methodologies, and their ability to adapt to new pedagogical trends and technologies. The findings highlight the importance of providing ongoing professional development opportunities to foster a supportive, growth-oriented academic environment. While this study focuses on qualitative insights, the results suggest that future research incorporating quantitative measures, such as Likert scales, could further enrich the understanding of faculty development’s impact. This study contributes to the ongoing discussion on the significance of faculty development in enhancing institutional performance and long-term sustainability.

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