The Development Needs of Cebu Technological University Faculty: Towards A Faculty Development Program

References

[1] Batas Pambansa Bilang 412: An Act Converting the Cebu School of Arts and Trades in Cebu City into a Chartered College to be known as The Cebu State College of Science and Technology, Expanding Its Jurisdiction and Curricular Programs. Retrieved from: https://www.lgu.ph/listings/batas-pambansa-bilang-412/

[2] Bergquist, W., et al. (1975). Components of an effective faculty development program. Journal of Higher education. Vol. 46 (20; 177. https://www.researchgate.net/publication/271565823_Components_of_an_Effective_Faculty_Development_Program

[3] Centra, John A. (1978). Types of faculty development programs. The Journal of Higher Education. Vol. 49, No. 2. Ohio State University Press https://www.tandfonline.com/doi/abs/10.1080/00221546.1978.11776610

[4] CHED Memorandum Orders https://ched.gov.ph › memorandum-orders

[5] Consul, Stella Marie D. (1996). “A Survey on the Professional, Spiritual, Social and Economic Needs of the Faculty of Sacred Heart Schools for Boys.” Cebu Normal University, Cebu City.

[6] CMO No. 26 Series of 2009, “Revised Implementing Guidelines of the Commission of Higher Education—Faculty Development Programs (CHED FDPs) Phase 2” https://ched.gov.ph/wp-content/uploads/2017/10/CMO-No.26-s2009-1.pdf

[7] CMO No. 20 Series of 2011, “Policies and Guidelines for the Use of Income, Special Trust Fund, and Programs of Receipts and Expenditures of the State Universities and Colleges (SUCs) https://ched.gov.ph/wp-content/uploads/2017/10/CMO-No.20-s2011.pdf

[8] CMO No. 03, Series of 2016. Guidelines on Graduate Education Scholarships For Faculty and Staff in the K to 12 Transition Period https://ched.gov.ph/wp-content/uploads/2017/11/CMO-No.-3-Series-of-2016.pdf

[9] CSC MC 10, s. 2012: “Education Requirement for Faculty Positions in State Universities and Colleges (SUCs) and Local Colleges and Universities,” CIVIL SERVICE GUIDE: A Compilation of Issuances on Philippine Civil Service,

[10] CSC MC 15, s. 2001: “Eligibility Requirement for Non-SUC Instructor/Professor Positions,” CIVIL SERVICE GUIDE: A Compilation of Issuances on Philippine Civil Service

[11] CTU Faculty Manual http://www.ctu.edu.ph/wp-content/uploads/2018/09/Final-Preliminaries-Faculty-Manual.pdf

[12] CTU Faculty Profile. published in the CTU website http://www.ctu.edu.ph/faculty-profile/

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[14] Faculty Manual. Board of Regents Resolution Number 9, series of 2016, Board of Regents of the Cebu Technological University, Cebu City.

[15] Faculty Merit System, Board of Regents Resolution Number 25, series of 2016, dated May 11, 2016. Board of Regents of the Cebu Technological University, Cebu City.

[16] Garbo, Lucila (2009). “Faculty Development Activities of Northern Campuses of Cebu Technological University.” Unpublished Doctoral Dissertation. Cebu Technological University, Cebu City.

[17] Gillespie, K. J. and Douglas J. Robertson, (2010). A Guide to Faculty Development, 2nd edition. San Francisco, California, USA: Jossey-Bass, A Wiley imprint, John Wiley & Sons, Inc.

[18] National Budget Circular (NBC) 461: “Revising and Updating the Compensation and Position Classification Plan for Faculty Positions Embodied in National Compensation Circular (NCC) No. 69” Retrieved from: https://www.dbm.gov.ph/wp-content/uploads/2012/03/NBC-No.-461.pdf

[19] Pinili, Teresa Nilda G., (2013). “Effectiveness of the Faculty Development Program of St. Theresa’s College Cebu: Initiatives for an Integrated Faculty Development Program” Unpublished Doctoral Dissertation, Doctor in Management major in Educational Management, University of San Jose Recoletos, Cebu City.

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[21] Republic Act No. 11185 (lawphil.net) “An Act Integrating the Cebu City Mountain Extension Campus as a Satellite Campus of the Cebu Technological University and Appropriating Funds Therefor, Amending for the Purpose Republic Act No. 9744.”

[22] Republic Act 9744: “An Act Converting the Cebu State College of Science and Technology System in the City of Cebu and All Its Satellite Campuses Located in the Province of Cebu into a State University to Be Known as the Cebu Technological University (CTU) and Appropriating Funds Therefor.”

[23] Riegle, R. P. (1987). Conceptions of Faculty Development. Educational theory, Winter 1987, Volume 37 (No. 1), 55-59. Board of Trustees of the University of Illinois. https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1741-5446.1987.00053.x

[24] Schroeder, C. M. and Associates (2011). Coming in from the Margins: Faculty Development’s Emerging Organizational Development Role in Institutional Change. Sterling, Virginia, USA: Stylus Publishing LLC.

[25] Somera, Froilie D. (2009) “The Status of Faculty Development Programs of Selected Universities and Colleges in Region 1: Basis for a Proposed Faculty Development Program,” Trinitian Researcher Vol. 2, No. 1 (2009) – The Phil. E-Journals.]

[26] Tindugan, Lilibeth (2013) “The implementation and practices of faculty development programs of SUCs in Leyte,” Journal of Education and Human Resource Development, Vol, 1, 2013 https://ched.gov.ph/faculty-development-program-facdev/ http://www.ctu.edu.ph/university-charter/ http://www.raosoft.com/samplesize.html

@article{1701215,
      author = {Adeline P. Dela Cruz},
      title = {The Development Needs of Cebu Technological University Faculty: Towards A Faculty Development Program},
      journal = {Iconic Research And Engineering Journals},
      year = {2019},
      volume = {2},
      number = {11},
      pages = {375-397},
      issn = {2456-8880},
      url = {https://www.irejournals.com/formatedpaper/1701215.pdf},
      abstract = {The main objective of this research was to determine the development needs of the faculty of Cebu Technological University with the end in view of developing a faculty development program. Specifically, it sought to determine the profile of the respondents and the development needs of the faculty in terms of: instructional development, professional development, organizational development, career development, and personal development.
Using the descriptive survey method and with the aid of a researcher-made questionnaire, the following findings were established: 1) as to the profile of the respondents,majority of them were in the 31-40 year old age bracket, majority were females, majority were married, 40% had a doctorate degree, majority had instructor ranks than professor ranks, most were given designations in addition to their teaching load, and majority of the respondents had less than 5 years of teaching experience; 2) instructional development, professional development, and personal development were highly needed, while organizational development and career development were needed.},
      keywords = {development needs, instructional development, professional development, organizational development, career development, personal development},
      month = {May},
  }