Environment and Social Psychology

How academic leaders induce motivation and productivity among faculty through faculty development management

Jason V. Ang

School of Teacher Education, Biliran Province State University, Naval, Biliran, 6560, 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

Kier P. Dela Calzada

Extension Program Delivering Unit, Zamboanga Peninsula Polytechnic State University, Zamboanga City 7000, Philippines

Mary Anne M. Polestina

Department of Public Administration, College of Public Affairs, Mindanao State University-Buug, Buug 7009, Zamboanga Sibugay, Philippines

Masnona S. Asiri

School of Graduate Studies, Sulu State College, Jolo, Sulu 7400, Philippines

Rowell L. Marquina

College of Computing and Information Technologies, National University – Manila, City of Manila, Metro Manila, Philippines

Jinky M. Macabago

School of Teacher Education, Biliran Province State University, Naval, Biliran, 6560, Philippines

Sammy C. Paringit, Jr

College of Physical Education and Sports, Zamboanga Peninsula Polytechnic State University, Zamboanga City 7000, Philippines

DOI: https://doi.org/10.59429/esp.v10i8.3913

Keywords: Academic leaders; motivation; productivity; faculty, management

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Abstract

Despite the growing emphasis on faculty development in higher education, limited research has examined how academic leaders strategically manage these programs to enhance faculty motivation and productivity. This study addresses this gap by exploring the specific leadership strategies employed in faculty development management and assessing their influence on faculty behavior and performance. Using an exploratory qualitative design, the study involved one-on-one interviews with 18 academic leaders from selected State Universities and Colleges in the Philippines. Data were analyzed using reflexive thematic analysis to capture nuanced insights into leadership practices and faculty responses. While the scope is limited to Philippine higher education, the findings offer comparative insights for institutions in other collectivist and resource-constrained contexts. The study thus contributes to both local and broader discussions on how academic leadership shapes a motivated and productive workforce through strategic development initiatives.

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