A Faculty Development Program Model for Filipino-Chinese Schools

The purpose of this study is to develop a faculty development program model for Filipino-Chinese schools. Using Case Study design in Multiple Case Study approach, this study sought to identify, describe and compare faculty development practices in three Filipino-Chinese schools and examine social contexts in which they are situated. Thus, challenges as well as how these challenges are addressed and the emergent or future directions of these practices are also examined. A set of research questions is crafted based on the review of literature, validated by experts and revised for the purpose of identifying, comparing and describing the faculty development practices in the said schools which formed the bases of the developed FD program model. Data are gathered from school heads, current teachers and leavers through online interview to share their experiences, perspectives and practices. The findings from this study revealed that faculty development practices in the three Filipino-Chinese schools is (1) geared toward institutional excellence, (2) synergizes the development of leaders, (3) advances community endeavor, and (4) bears the responsibility of individual teachers and the school. In terms of challenges, five issues and concerns emerged namely: mindset of teachers, institutional support, technological concerns, pedagogical obstacles, and social issues. This study concluded that institutional support can nourish or hinder the implementation of faculty development, school culture is an important factor in designing faculty development program, and migration to online teaching now dictates the future direction of faculty development program. Further, this study recommends FD goals tied to performance review and succession planning, encourage collegial atmosphere and develop collaborative teachers, and promote continual improvement in a progressive, innovative and adaptable environment.