Professional Skills and Instructional Supervisory Capacity Among Faculty of Public Higher Education Institutions (HEIs) in Sulu

Abstract

This study assessed the professional skills and instructional supervisory capacity of faculty members in public Higher Education Institutions (HEIs) in Sulu during the Academic Year 2023–2024. Utilizing statistical tools such as weighted mean, standard deviation, t-test for independent samples, one-way ANOVA, and Pearson’s r correlation, the study analyzed responses from 200 faculty members, of whom 60% were female and 40% were male, indicating a predominance of female educators in public HEIs in Sulu. Findings revealed that faculty members were generally adept at managing the learning environment; developing outcomes, assessments, and curricula; delivering instruction and learner support; fostering a professional environment; adapting to new technologies; and participating in professional growth. They also demonstrated proficiency in instructional supervision, including identifying teachers’ strengths and limitations, designing interventions, providing professional support, collaborating with organizations and communities, and addressing supervisory challenges. Demographic variables such as gender, age, length of service, and educational attainment showed no significant influence on how faculty assessed their professional skills or supervisory capacity. Moreover, those who rated their professional skills as high were likely to rate their instructional supervisory capacity similarly. The findings are consistent with the Professional Skills Model proposed by Asio, Riego, and Lapuz (2019), and Ekyaw’s (2014) model on the practices and challenges of instructional supervision, both emphasizing comprehensive skill sets and collaborative strategies essential for effective teaching and supervision in higher education.