Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 41 no. 9 (2025)

Understanding Faculty Performance: A Structural Equation Modeling Approach to Key Competencies in Higher Education Institutions

Mary Rochelle Paano | Nenita I. Prado

Discipline: Education

 

Abstract:

In the 21st century, education faces significant challenges as faculty members strive to equip students with transformative skills essential for workforce readiness amid evolving market demands. This study investigates the relationships between key competencies and faculty performance in higher education institutions, utilizing Structural Equation Modeling (SEM) to develop a causal model. The research identifies critical competencies—such as problemsolving, self-efficacy, metacognitive skills, critical thinking, communication skills, collaboration, adaptability, emotional intelligence, and social competency—as influential factors in faculty performance. Involving 242 faculty members from selected state universities in Northern Mindanao, Philippines, the study employed a validated survey instrument. Data analysis revealed that while social competency (β = 0.873, p < 0.001) emerged as a significant predictor of faculty performance, critical thinking (p > 0.05) and communication skills (p > 0.05) did not show direct effects. The findings highlighted the interconnectedness of competencies, suggesting a holistic approach to faculty development. The best-fitting structural model indicated fit indices such as CMIN/df = 1.41, RMSEA = 0.041, and CFI = 0.996, providing a valuable framework for future research and practical applications aimed at enhancing educational quality. This study emphasizes the necessity of targeted strategies that address individual competencies and contextual factors to improve faculty effectiveness and align educational outcomes with market needs.



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