ENHANCING ACADEMIC MANAGEMENT AND INSTRUCTIONAL PRACTICES OF HIGHER EDUCATION INSTITUTIONS: BASIS FOR STRATEGIC FACULTY DEVELOPMENT AT ST. PETER`S COLLEGE

This study examined the profile of faculty respondents, their perceptions of academic management, instructional practices, and the relationship between academic management and instructional practices in Higher Education Institutions (HEIs). The respondents consisted of 80 faculty members, with the majority being full-time faculty (56.3%), holding master’s degree units (48.8%), and having 7–9 years of teaching experience (51.2%). Descriptive results revealed that the overall level of academic management was rated High (M = 3.24, SD = 0.77). Among its dimensions, Controlling obtained the highest mean (M = 3.31, SD = 0.80), indicating strong confidence in monitoring, evaluation, and quality assurance mechanisms, while Directing recorded the lowest mean (M = 3.19, SD = 0.76), suggesting the need for improved alignment between academic goals and long-term strategic plans. In terms of instructional practices, respondents assessed both Teaching (M = 3.36, SD = 0.82) and Assessment (M = 3.35, SD = 0.79) as Very High, reflecting highly observable and effective instructional strategies, particularly in flexible learning, innovative pedagogy, and performance-based assessment. Correlational analysis showed a significant positive relationship between academic management and instructional practices in both teaching and assessment. The computed r-values ranged from 0.6006 to 0.9065, with all p-values less than 0.05, indicating statistical significance. Notably, Directing exhibited the strongest relationship with teaching (r = 0.8067, p = 0.0132) and assessment (r = 0.9065, p = 0.0421), highlighting the critical role of academic leadership in enhancing instructional quality. Overall, the findings suggest that effective academic management—particularly in leadership, planning, and control—plays a vital role in sustaining high levels of teaching and assessment practices, thereby supporting improved instructional quality and student learning outcomes in HEIs.