Abstract: This study was conducted to develop a Faculty Empowerment Model for the Western Visayas College of Science and Technology (WVCST) system. This study employed the descriptive-developmental designs of research. The data needed were gathered from a total of 188 respondents from WVCST system, 158 were faculty members and 30 were supervisors composed of deans, campus administrators and department heads. The data were gathered through a researcher-made questionnaire and analyzed using the mean and rank. The study revealed that the faculty members of WVCST system were highly empowered. Out of the gathered data, the faculty empowerment model was developed consisted of four dimensions: psychological, instructional, cultural and social. Each dimension has a number of practices necessary for an empowered faculty member. Moreover, a continuous interaction among the four dimensions is required for an effective empowerment process. In addition, it was found out that an empowered faculty is responsible, self-motivated, knowledgeable, proficient and has interpersonal skills. However, there are also barriers that may interject the development of a model which can be the factors that may hinder empowerment. These consist of the following: lack of opportunity to be involved in planning, lack of resources or funds, lack of support from the administrator, and hesitation to spearhead any task or activity. Based on the findings, the researcher recommended the observance of the practices stipulated in the model of WVCST system. It was also recommended that further studies may be conducted by future researchers about empowerment to further enrich and develop similar models that can be utilized by teachers and administrators in their institution.
Keywords: development, faculty, empowerment model, practices, barriers.
Title: Development of a Faculty Empowerment Model
Author: Nilde Sotto – Alderete
International Journal of Social Science and Humanities Research
ISSN 2348-3156 (Print), ISSN 2348-3164 (online)
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