Strengthening Faculty Competence Through Targeted Training Needs Analysis

Abstract

This study assessed the training needs of faculty members in the College of Education at Universidad de Manila to inform the design of targeted development programs. Using a descriptive research design, a Training Needs Analysis (TNA) instrument was administered to faculty members, measuring competencies across four domains: teaching skills, research skills, professional development, and personal development. Descriptive statistics, specifically mean scores and qualitative interpretation, were used to rank the training needs.

Findings revealed that research skills emerged as the highest priority area (M = 4.16, High), followed by professional development (M = 4.08, High), teaching skills (M = 3.71, High) and personal development (M = 3.56, High). Although personal development ranked lowest, it remains a high-priority area given its foundational role in enhancing faculty well-being, resilience, and interpersonal effectiveness—factors shown to improve teaching performance and academic outcomes. The results highlight the interconnectedness of pedagogical competence, scholarly productivity, and personal growth in fostering holistic faculty development.

Based on the analysis, a faculty personal development program was proposed, incorporating wellness workshops, leadership training, and interpersonal skills enhancement. The study concludes that systematic faculty development, particularly in personal domains, can positively influence both professional performance and student achievement, supporting the strategic goals of the College of Education.