Environment and Social Psychology

Exploring the strategies of education leaders in managing under-achieving faculty

Bedaria I. Amerol

Graduate School, Adiong Memorial State College, Ditsaan-Ramain, Lanao del Sur 9713, Philippines

Erwin B. Berry

Department of General Teacher Training, North Eastern Mindanao State University, Rosario, Tandag City 8300, Surigao del Sur, Philippines

Jason V. Chavez

School of Business Administration, Zamboanga Peninsula Polytechnic State University, Zamboanga City 7000, Philippines

Analiza B. Calles

School of Graduate Studies and School of Technology and Computer Studies, Biliran Province State University, Biliran Province 6541, Philippines

Michael Angelo A. Legarde

Graduate Education Department, Palawan State University, Puerto Princesa City 5300, Philippines

Shella S. Gador

Cansilayan Elementary School, Department of Education-Dumangas II, Dumangas, Iloilo 5006, Philippines

Lergie L. Emologa

Lacturan Elementary School, Department of Education-Dumangas II, Dumangas, Iloilo 5006, Philippines

Analiza D. Camarista

Pagdugue National High School, Department of Education-Dumangas II, Dumangas, Iloilo 5006, Philippines

DOI: https://doi.org/10.59429/esp.v10i9.3831

Keywords: Faculty underperformance; educational leadership; accountability; mentorship; higher education

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Abstract

Managing under-achieving faculty remains a major challenge in Philippine higher education, where tenure protections, cultural norms, and institutional diversity complicate accountability. This study explored the strategies of 18 academic leaders, from state universities in Lanao del Sur, Zamboanga Peninsula, Iloilo, and Palawan, through semi-structured interviews analyzed with reflexive thematic analysis. Findings show that leaders employ a stepwise approach: starting with coaching, mentoring, and reflective conversations, and escalating to improvement plans or disciplinary measures when necessary. Faculty responsiveness, institutional culture, and collaboration with stakeholders shaped outcomes. Leaders balanced empathy with accountability while facing structural barriers such as ambiguous policies, tenure protections, and cultural reluctance toward confrontation. Emotional and time-intensive demands further underscored the complexity of managing underperformance. The study highlights that effective management combines developmental support with accountability and must be adapted to institutional and cultural contexts. Limitations include reliance on leaders’ self-reports, exclusion of faculty and student perspectives, and cultural specificity, which may restrict generalizability. Future research should employ comparative and mixed-methods designs to test these themes across contexts and examine their long-term impact.

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