STRUCTURAL FUNCTIONS ON THE CURRICULAR PERFORMANCE OF UNIVERSITY FACULTY DEVELOPMENT CENTERS

The quest for academic excellence is deeply rooted in the prowess and expertise of university faculty members, making continuous improvement of their skills a focal point for higher educational institutions. This study sought to intertwine the multifaceted aspects of structural functions and curricular performance, deriving a comprehensive set of data to construct a robust teacher training framework within University Faculty Development Centers (UFDCs).

Employing correlation analysis, the study engaged with a cohort of 291 university faculty members. The survey probed several domains, revealing that governance, resource allocation, and organizational culture are all areas of strong agreement and are perceived as very good, with respective mean scores of 3.61, 3.62, and 3.66. The structural functions, collectively, are highly rated with a mean of 3.63. Similarly, instructional strategies, content relevance, and learning outcomes within the realm of curricular performance were all strongly endorsed, scoring 3.72, 3.68, and 3.67, respectively, culminating in a robust mean of 3.69 for overall curricular performance.

A pivotal finding of this investigation is the moderate, positive Pearson r correlation of 0.51 with a significant P-value of 0.02 between structural functions and curricular performance, signifying a tangible interdependence between the efficacy of UFDC structures and the quality of curricular outcomes.

Consequently, this study advocates for a teacher training framework that amplifies faculty professional growth and improves curricular performance. The framework aims to harness the highlighted strengths within governance, resource allocation, and organizational culture to further invigorate instructional strategies, content relevance, and learning outcomes, thereby enhancing the educational tapestry of UFDCs.