00000ctm a22000004a 4500 UP-99796217612403803 Buklod 20170227175152.0 a r |||| u| ta 070905s2005 xx r |||| u|eng d (iLib)UPD-00261911468 DCHE eng DMLUC LG 995 2005 F63 T75 Trinidad, Matea Alvyn Herrera Correlates of faculty development program performance in state universities and colleges (SUCs) in Luzon Matea Alvyn Herrera Trinidad ; Corazon F. Gatchalian, adviser. 2005. xiii, 130 leaves Thesis (M. Food Service Administration)--University of the Philippines, Diliman. A descriptive normative survey was conducted to provide data for planning development programs for hospitality educators in State Universities and Colleges (SUCs) in Luzon. With 63 educators as respondents, possible relationships between hospitality educator's demographic, sociographic and psychographic characteristics and their perception of the performance of faculty development program in their respective universities were determined. The survey conducted among the 63 educators was substantiated with interview of 12 administrators and a focus group discussion (FGD) composed of then (10) participants. FGD concentrated on factors that motivate and deter the hospitality educators in the pursuit of development. Descriptive statistics were used to analyze data. Chi-square and contingency coefficient were used to determine relationships between selected variables and their perception of the level of satisfaction in the overall performance of the faculty development program in their respective universities; the number of graduates supported by the faculty development programs; and the number of training programs, seminars and workshops attended. The hospitality educators were predominantly female, married with a mean age of 40.43 years, with earned units in the masters level, and have worked in a hotel or a restaurant for five (5) years or less. Majority are instructors on a permanent status, and have been teaching for over twenty-one (21) years, with combined gross family income of Php15,000 to 25,000 a month. Their spouses earning Php10,000 and below and Php15,000- 20,000 per month, and their families are willing to provide financial support for their professional development locally. The parents significantly influenced educators to become teachers and have given support to pursue the teaching profession. Motivated to seek "opportunities for continued professional growth", educators define a successful teacher as "one who is able to influence students to perform well or be successful in every endeavor." Majority of the educators intend to stay in the academe and aspire to complete doctoral degrees, become associate professors and serve as administrators. A few plan to join the hospitality industry in various capacities. Majority aim to develop expertise in their chosen line of specialization. Culinary Arts was an identified area of development. Using IPO (input-process-output) analysis to measure perception of the performance of the faculty development programs, 4 out of the 12 SUCs do not have written policy guidelines about faculty development programs. Generally, a rating of "SATISFIED" was gathered for information dissemination, considered as the most important process in a development program. While accessibility to development programs seem equitable, resources such as time and money are deterrents. The number of faculty graduates with masters' or PhD degrees ranges from 0-3 within the last five years while 21 out of 63 hospitality educators are currently pursuing a graduate degree. Out of this number, 9 are not getting any support from their respective universities. An average of 4 training, seminars and workshops were attended within the last five years which mostly are personally funded by the respondents. The influence of parents in the pursuit of teaching profession is significantly related with the educators' perception of the performance of faculty development programs in their respective universities. Characteristics significantly related with the educators' completion of a graduate degree with support from faculty development program are: family income, financial support, intention to stay in the academe and desire to engage in research. The study recommends that development efforts within a school organization should regard teachers as individuals and as team members who need support and involvement. The administration should recognize members of the faculty who need these. Emphasis on development activities related to research, over and above enrollment in graduate programs and attendance in training/seminars and workshops should be encouraged. A committee on Research and Development can be organized to tap the abilities of faculty to engage in research. Clear, sustained leadership and administrative support is necessary for the institution to fully implement the plan of action enumerated by the hospitality educators, administrators and representative from Commission on Higher Education (CHED) during the focus group discussion. Since the key to students' growth is the educator's growth, a system of well-designed faculty development programs should be given full emphasis and attention. Plan of action is recommended for administrators to improve the performance of faculty development programs of SUCs. A similar study among SUCs in Visayas and Mindanao and private universities and colleges in Luzon and National Capital Region is recommended, focusing on variables found to be significant in this study. College teachers Training of Philippines Luzon. Universities and colleges Philippines Luzon Faculty. Teacher effectiveness Philippines Luzon. Gatchalian, Corazon F. FI UP UPD DCHE LG 995 2005 F63 T75 Thesis