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American Journal of  
Arts and Human Science (AJAHS)

Academic Management and Instructional Practices of  Higher Education Institutions in 
Lanao Del Norte: Basis for Faculty Development Plan

Emma Zalsos1*, Gerlinda G. Corpuz1

Volume 3 Issue 2, Year 2024
ISSN: 2832-451X (Online) 

DOI: https://doi.org/10.54536/ajahs.v3i2.2649
https://journals.e-palli.com/home/index.php/ajahs

Article Information ABSTRACT

Received: April 01, 2024
Accepted: April 22, 2024
Published: May 08, 2024

Academic management and instructional practices synergize within higher education, 
with effective management enhancing teaching quality and performance. Recognizing this 
symbiotic relationship, a study was conducted in Lanao del Norte to explore this correlation 
and develop a faculty development plan. Through in-depth interviews and a survey of  
300 faculty members, including professionals, instructors, and lecturers, across various 
disciplines and institutions, data was gathered during the 2023-2024 academic year. Statistical 
analyses were employed to discern patterns, including mean, frequency, percentage, standard 
deviation, Pearson-r, and ANOVA. Surprisingly, the study found that factors like educational 
attainment, position, and training attendance did not signifi cantly correlate with assessments 
of  academic management or instructional practices. Moreover, no meaningful association 
emerged between faculty perceptions of  planning, organizing, directing, and controlling 
within academic management and their instructional practices. These fi ndings underscore 
the need to elevate the focus on academic management and align it with faculty descriptions 
of  instructional practices. Consequently, the study proposes a tailored faculty development 
plan to enhance academic management and instructional quality, fostering sustained 
excellence within higher education institutions.

Keywords
Academic Management, 
Instructional Practices

1 PHINMA Cagayan de Oro College, Philippines
* Corresponding author’s email: emmazalsos.1432@gmail.com

INTRODUCTION
Background of  the Study
Academic management and instructional practices form 
a holistic ecosystem where the development of  faculty 
members is the key to sustaining excellence in higher 
education. Higher Education Institutions are trying 
hard to uphold specifi c standards of  quality excellence 
in education which is providing the way for innovations 
in academic management and instructional practices. 
From the perspective that the better the HEI’s academic 
management, the better the instructional practices, which 
may lead to better performance.
Moreover, Conchada as cited by Farad et al. (2020) 
emphasized that HEI has critical role in providing human 
capital assets for the development of  the people and the 
country. Thereby there’s a need for continuous checking 
on its standards and practices to ensure the production 
of  citizens of  the country. Academic institutions, plays 
a pivotal role in shaping individuals intellectual growth, 
skills development, and overall societal progress (Persaud, 
2023) emphasizing that effective academic management 
and instructional practices are fundamental to achieving 
educational excellence. It allows teachers to make the 
learning experience more fun and practical.
 Meanwhile, Jamasali (2023) cited a considerable number 
of  educational research works tried to connect the 
academic management towards instructional practices; 
but seldom of  such kind of  research has been reported 
in the local context. While, Paquero as cited by Farad 
et.al 2022 claimed that most HEI are of  poor quality as 
demonstrated of  low result of  board examination and 

fewer number of  HEI aspired for accreditation. To this 
note, academic management should provide answers to 
this gap because it is the key areas of  the sub-system of  
academic design and development of  academic programs 
apart from providing them the necessary orientation and 
training on distant education system.
Republic Act 7722, aimed at promoting ongoing 
intellectual development, advancing learning and 
research, cultivating responsible and effi cient leadership, 
educating highly skilled professionals, and preserving 
our historical and cultural legacies. Conversely, Salendab 
(2023) underscores the signifi cance of  teachers’ 
instructional methods in fostering student development. 
These approaches empower both teachers and students to 
create meaningful and effective outcomes. Furthermore, 
these practices are pivotal components of  distributed 
scaffolding, where various elements within the learning 
environment, collaborate synergistically to elevate 
teachers’ engagement.
Furthermore, academic management in HEI serving as 
the essential for promoting educational achievements, 
assumes a pivotal responsibility in steering students’ 
futures, in order to deliver high-quality learning 
encounters for learners. Regardless of  the learning 
environment, the teacher ensures that learning remains 
achievable. Additionally, educators represent one of  the 
vital components within any educational framework, as 
highlighted by Salendab. They transcend the role of  mere 
purveyors of  knowledge; they are integral community 
members and potentially infl uential advocates for 
constructive educational reform and policy improvement. 



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Instructional Practices are designed with the goal of  
improving students’ capacity for critical thinking. Love et 
al. (2021), for instance, highlighted the effectiveness of  
hybrid pedagogical approaches and the fl ipped classroom 
model as highly advantageous methods. Their research 
fi ndings empirically supported the idea that integrating 
critical thinking processes into subject-specifi c curricula 
was a viable approach for enhancing students’ critical 
thinking abilities (Love et al.). Similarly, achieving a 
comparable result involved eliminating traditional lectures 
from typical classroom sessions and instead concentrating 
on practical exercises that would typically be assigned as 
homework.
Main (2023) echoed the previously mentioned principles, 
affi rming that integrating critical thinking instruction 
into various academic subjects (such as teaching English) 
represented a practical approach to enhancing educational 
outcomes related to critical thinking. For the HEIs to 
continue providing quality education, using instructional 
practices or strategies is highly indispensable. The 
instructional practices provide knowledge, skills, and a 
modern mindset among teachers to help students perform 
better in the teaching-learning process. It enhances 
learning delivery and strengthens instructors’ pedagogical 
knowledge and skills, enabling them to meet the current 
educational problems and needs (Kim et al., 2019).
A comprehensive development plan for enhancing 
academic management towards instructional practices 
in higher education institutions in Lanao del Norte 
can contribute signifi cantly to the region’s educational 
excellence and socio-economic development. By 
fostering collaboration, embracing data-driven decision-
making, investing in faculty development, prioritizing 
learner-centered instruction, integrating technology, 
implementing assessment and feedback mechanisms, and 
engaging with the community, HEIs in Lanao del Norte 
can create a vibrant educational ecosystem that prepares 
students for success in a rapidly changing world. This 
theory provides a roadmap for the development plan 
needed to achieve these goals and elevate the region’s 
education quality.

LITERATURE REVIEW
Academic Management
Lewis and Morgan’s (2020) literature review underlines 
the evolving landscape of  faculty development in higher 
education. It emphasizes the multifaceted nature of  faculty 
development, which faculty skills, supports pedagogical 
innovation, and fosters a culture of  continuous learning. 
These initiatives are tailored to the needs of  individual 
educators and are assessed to ensure their effectiveness in 
improving instructional practices.

Planning
Furthermore, Adams and Brown (2021) offer a 
comprehensive analysis of  strategic planning within the 
domain of  academic management in higher education 
institutions. Their review illuminates the fl uid nature 

of  formulating and executing strategic plans in direct 
response to the constantly evolving higher education 
environment.

Organizing
Moreover, Johnson and Smith (2019) centers on the 
crucial theme of  governance challenges higher education 
institutions face between 2019 and 2021. This review 
explores the intricacies of  academic governance, 
investigating a range of  issues and dynamics associated 
with decision-making procedures, shared governance, 
and the pivotal responsibility of  academic leaders in 
managing and resolving governance issues.

Directing
In a similar study of  Chen and Li (2020), it provides an 
in-depth exploration of  the integration practices in the 
fi eld of  academic management within higher education 
institutions during the specifi ed period. This review 
determined into how technology was harnessed by 
institutions to enhance academic management, ultimately 
resulting in improvements in administrative effi ciency, 
and faculty experiences.

Controlling
Consequently, Geller and Lopez (2019) offers a 
comprehensive examination of  transformative leadership 
within the context of  academic management in higher 
education institutions. This review seek deeply into the 
concept of  transformative leadership and its impact 
on higher education institutions, emphasizing how 
leadership practices can drive change, innovation, and 
ultimately foster excellence in various facets of  the 
institution, including teaching, research, and community 
engagement.

Instructional Practices
Classroom instructional practices today face a plethora 
of  complex challenges, from climate change to racial 
injustice and will inhabit a world requiring them to make 
complicated decisions with incomplete data. Addressing 
these challenges will require individuals to collaborate 
in sophisticated ways, leveraging diverse expertise, 
integrating data, and taking action. Project-based learning 
and other forms of  active student learning have the 
potential to provide students with rich opportunities to 
practice (Dean et al., 2023).
The fi ndings of  the study of  Noviani (2021) demonstrated 
that the role of  teacher’s self-regulation in teaching and 
implementing instructional strategies is essential in real-
time online teaching. This concludes that the higher 
the self-regulation, the better it is for the mastery of  
instructional strategies and the positive output of  real-
time online teaching. Studies on teachers’ self-regulation 
are abundant and still posit strategic relevance for teacher 
professional development.
An exploration of  the effect of  teachers’ self-effi cacy 
and instructional practices on students’ engagement 



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at the secondary school level in Punjab was conducted 
by (Khalid & Akhter, 2021). Teachers with relatively 
higher self-effi cacy would have extraordinary ability to 
engage students with the material, pedagogical practice, 
and control of  the classroom environment. This study 
may be helpful in future studies and teacher educators 
to understand teachers’ sense of  effi cacy beliefs, which 
infl uence the teaching behaviour of  the teachers in the 
classroom and students’ engagement.
The results of  the study of  Yilmaz (2020) indicated that 
there is a signifi cant difference between teachers who 
have a growth mindset and a fi xed mindset in terms 
of  using instructional strategies. The teacher effi cacy in 
the instructional strategies is more powerful when the 
teachers adopt growth mindsets. Researching these two 
concepts might contribute to teachers’ success in the 
future. Also, this study will shed light on the teacher 
development programs that universities will offer to their 
teachers.

Teaching Practices
Teaching practices is a term used to describe the 
knowledge, strategies, and conduct of  a successful 
educator. It’s the ability to make a positive impact on a 
student’s life and academic career, including the capacity 
to teach important skill sets, introduce new concepts, 
and manage any classroom concerns. Educators typically 
strive to use effective teaching practices to help their 
students learn at a consistent rate and to increase their 
understanding of  the fi eld. Teaching practices let 
students achieve their learning goals, increase student 
engagement in the classroom, enhance the quality of  your 
feedback to students, and improve your relationship with 
families(Indeed, 2023).

Assessment Practices
The study of  Moyo and Saidi (2019) highlights the need 
to acknowledge the pressures of  assessment on staff  
wellbeing, as well as students. The particular tensions 
explored include the need to balance challenge against 
the psychological threats this can entail; the varying 
impacts of  traditional and novel forms of  assessment; the 
differing demands of  collaborative and individual work; 
the tensions between ideal strategies and those which are 
practically feasible; and the ways in which feedback is 
given (as a constructive learning tool) and received (often 
as a psychological threat).
In conclusion, this literature review has provided a 
comprehensive exploration of  the multifaceted world 
of  academic management and instructional practices 
within higher education. Through an in-depth analysis 
of  the existing body of  knowledge, it has uncovered the 
evolving landscape of  strategic planning, governance 
challenges, curriculum design, and innovative pedagogical 
approaches. As higher education institutions continue to 
adapt to the ever-changing demands of  the 21st century, 
the insights garnered from this review serve as a valuable 
resource for educators, administrators, policymakers, 

and researchers alike, facilitating a more informed and 
forward-thinking approach to enhancing the quality 
of  education and the overall student experience in our 
dynamic academic institutions.

Statement of  the Problem
The study aimed to determine the level of  academic 
management and instructional practices of  Higher 
Education Institutions (HEIs) in Lanao del Norte during 
school year 2023 – 2024. The result of  the study would be 
the basis for faculty development plan. Specifi cally, this 
study sought to answer the following questions:

1. How are the respondents distributed in terms 
of  position, highest educational attainment, work 
experience, and trainings/seminar attended on academic 
management?

2. What is the level of  academic management of  Higher 
Education Institutions as perceived by the respondents 
with respect to planning, organizing, directing, and 
controlling?

3. How do the respondents assess the instructional 
practices of  HEIs’ in terms of  teaching, and assessment?

4. Is there a signifi cant relationship between the 
respondents’ perception of  HEIs’ academic management 
and their instructional practices in terms of  teaching and 
assessment?

5. Is there a signifi cant difference between the 
respondents’ perception of  HEIs’ academic management 
and their instructional practices when respondents are 
grouped according to position, highest educational 
attainment, work experience, and trainings / seminar 
attended on academic management?

6. Based on the fi ndings of  the study, what faculty 
development plan on academic management can be 
designed?

Theoretical Framework 
Academic management and instructional methods 
are crucial factors infl uencing the educational quality 
of  higher education institutions (HEIs). In Lanao del 
Norte, a dynamic educational center in the Philippines, 
the ongoing enhancement of  teaching effectiveness 
and instructional approaches is imperative for the 
comprehensive growth of  the region. Transformational 
Leadership Theory by Burns and Bass in 1985 has been 
adapted and applied to higher education management 
to inspire and motivate educators and administrators to 
achieve academic excellence and foster positive change.
Academic planning as an approach that causes change in 
individuals and social systems. In its ideal form, it creates 
valuable and positive change in the followers with the end 
goal of  developing followers into leaders. Enacted in its 
authentic form, transformational leadership enhances 
the motivation, morale and performance of  followers 
through a variety of  mechanisms.
Alignment of  academic goals is considered effective in 
higher education as it empowers individuals to reach their 
full potential and contributes to the overall excellence and 



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advancement of  academic institutions. It is particularly 
valuable for addressing the challenges and opportunities 
that universities and colleges face in an ever-evolving 
educational landscape.
Academic policies and procedures in higher education 
is a leadership style that has its roots in the broader 
transformational leadership theory but is adapted for the 
unique context of  academic institutions. In this approach, 
academic leaders, such as university presidents, deans, 
and department heads, are seen as visionaries who inspire 
and motivate educators, staff, and students to achieve 
academic excellence and foster positive change.

Scope and Limitations
This study focused on the academic management and 
instructional practices of  Higher Educational Institutions 
in Lanao del Norte, School Year 2023–2024. Further, the 
study was limited to the faculty employed in the different 
HEIs across Lanao del Norte. This group comprises 
educators from various disciplines and academic ranks, 
including professors, instructors, and lecturers. Its variables 
were the position, highest educational attainment, work 
experience, and trainings/seminars attended on academic 
management. While the independent variables dealt on 
academic management namely on planning, organizing, 
directing, and controlling. The dependent variable was 
limited to encompass instructional practices categorized 
as teaching and assessment.

METHODOLOGY
Research Design
This study utilized a descriptive correlation method of  
research. The descriptive correlation method is a research 
approach used to identify relationships between variables 
without necessarily causation. In this method, researchers 
observe and describe how variables are naturally related 
in the real world.  It involves collecting data on multiple 
variables of  interest and analyzing the patterns of  
correlations between them. As defi ned by Lochner et 
al. (2019), descriptive research is a quantitative method 
employed to characterize traits or functions and assess 
specifi c hypotheses. Lochner et al. further emphasized the 
need for precision and clarity when defi ning the research 
problem for this type of  study.
To collect data for this study, questionnaires and in-
depth interviews will be employed. This approach aligns 
with the conclusive quantitative research technique, 
which aims to test specifi c hypotheses and elucidate 
properties or functions, as outlined by Vieira et al. 
(2020). This approach is expected to accurately and 
precisely represent the situation. The study involved the 
collection, organization, and analysis of  data to derive 
meaningful insights from the fi ndings. Key variables to be 
examined include the attributes of  teacher respondents, 
their research competence, and their level of  research 
engagement. In addition to survey results guiding the 
selection of  participants in the in-depth interviews and 
informing the refi nement of  subsequent inquiries.

Study Setting
The study was conducted in Lanao del Norte for 
School Year 2023-2024. It is situated in the vibrant 
and academically diverse province of  Lanao del Norte 
Philippines. Lanao del Norte serves as the backdrop 
for this research, a place known for its rich educational 
landscape and a hub of  higher education institutions 
(HEIs). Lanao del Norte is nestled on the northern 
coast of  Mindanao, surrounded by lush greenery 
and characterized by its harmonious blend of  urban 
development and natural beauty. The province of  Lanao 
del Norte boasts a vibrant community with a strong 
commitment to academic excellence, making it an ideal 
setting for exploring instructional practices and teaching 
effi cacy in higher education.
Within the Lanao del Norte limits, numerous HEIs 
thrive, each contributing to the educational tapestry of  
Lanao del Norte. These institutions include universities, 
colleges, and technical schools, catering to a diverse 
student population pursuing various fi elds of  study 
Lanao del Norte often referred to as the city of  majestic 
“Water Falls” due to its numerous waterfalls. Among the 
most famous are Maria Christina Falls, Tinago Falls, and 
Mimbalot Falls. It has a strong industrial presence, and 
hydroelectric power generation. Lanao del Norte is home 
to several refutable higher educational institutions some 
of  the prominent ones include Mindanao State University 
Iligan Institute of  Technology, St. Michael’s College, St. 
Peter’s College, Iligan Medical Center College, Iligan 
Capitol College, and Iligan Lyceum Foundation. This 
diversity provides a unique opportunity to examine a wide 
spectrum of  instructional methods and their impact on 
teaching effi cacy.
The research within this setting is timely, aligning with the 
academic calendar for the School Year 2023-2024. This 
ensures that the fi ndings will be relevant and actionable, 
serving as the basis for a faculty development plan to 
enhance the quality of  education in the province’s HEIs. 
As a research hub, Lanao del Norte fosters collaboration 
between educators, researchers, and students, making it an 
ideal environment to explore and improve instructional 
practices and teaching effectiveness. The study will 
take place within the campus facilities, classrooms, and 
educational spaces of  the participating HEIs, allowing 
for an in-depth examination of  the real-world context in 
which teaching and learning occur.
The study’s setting in Lanao del Norte provides a rich 
and dynamic backdrop for investigating instructional 
practices and teaching effi cacy in higher education. It 
is a place where academic excellence, cultural diversity, 
and educational innovation converge, making it a fi tting 
location to lay the groundwork for a faculty development 
plan aimed at enhancing the educational experience in the 
forthcoming school year.

Study Population and Sampling Technique
This study explores on academic management and 
instructional practices among higher education institutions 



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in Lanao del Norte School Year 2023-2024 with a 
diverse and representative population of  educators. The 
participants of  this study were selected HEIs in Lanao 
del Norte. This group comprises educators from various 
disciplines and academic ranks, including professors, 
instructors, and lecturers, employed in the different HEIs 
across Lanao del Norte. These educators are responsible 
for delivering instruction and shaping students’ educational 
experiences. To ensure a comprehensive and meaningful 
analysis, a stratifi ed random sampling technique was 
employed. This approach involves categorizing the study 
population into distinct strata or subgroups based on 
relevant criteria, such as HEI, academic department, and 
academic rank. Stratifi cation enables the study to account 
for the diversity present within Lanao del Norte’s HEIs. 
In practice, the stratifi ed sampling process entails defi ning 
the population, categorizing institutions into strata, 
determining sample sizes for each stratum, selecting 
samples within each stratum, collecting and analyzing 
data, and fi nally, reporting fi ndings. By following this 
approach, researchers can yield results that accurately 
refl ect the nuances and variations among different types 
of  higher education institutions in Lanao del Norte, 
offering valuable insights for academic improvement and 
decision-making within the province.

The subsections in this part may include areas such as 
planning, organizing, directing, and controlling. The third 
part of  the questionnaire is an adapted questionnaire that 
assesses teachers’ instructional practices patterned from 
Salendab (2023). Teachers will assess their instructional 
practices using the following scale: non-observable, 
somewhat observable, observable, and highly observable. 
The subsections in this part may include areas such as 
teaching practices and assessment practices.

Statistical Treatment of  Data
The fundamental characteristics of  the data in a study was 
described using descriptive statistics. Simple descriptions 
of  the sample and the measurements were provided. 
They served as the foundation for almost all quantitative 
studies of  the data, along with straightforward graphical 
analysis. Frequency and percentage were used to distribute 
respondents among various factors. The mean was used 
as the indicator of  the central tendency of  responses, 
particularly those related to diffi culties, and the standard 
deviation was used to gauge the distribution of  the 
data.  Furthermore, when categorizing respondents into 
groups based on specifi c profi les, analysis of  variance 
(ANOVA) to assessed the signifi cance of  differences in 
the identifi ed problem areas. Additionally, the Pearson 
correlation coeffi cient (Pearson-r) was used to evaluate 
the signifi cance of  relationships between academic 
management competence and their instructional 
practices. These statistical techniques were facilitated a 
comprehensive analysis of  the data, shed light on critical 
aspects of  instructional practices and teaching effi cacy 
within the context of  the study. 

Ethical Consideration
It is crucial to ensure the privacy and anonymity of  the 
teachers who participate in this research. Teachers may be 
more inclined to participate honestly and openly if  they 
are assured that their identities and personal information 
will be kept confi dential. The following ethical concerns 
are to be undertaken:
First is informed consent, obtain informed consent from 
all participating teachers and clearly explain the purpose 
of  the study, the data collection process, and how their 
information will be used. This is to ensure that they 
have the option to withdraw from the study at any time 
without facing consequences.
Seconds is Data De-identifi cation, teachers will be 
asked to remove or replace any personally identifi able 
information (such as names, school names, or contact 
details) from the data during analysis and reporting. 
Pseudonym assignments may be done to participants to 
protect their identities.
Third is Secure Data Storage, safeguards the collected 
data by storing it securely, using encryption where 
necessary, and limiting access to authorized personnel 
only. This to ensure that data is not accidentally disclosed 
to unauthorized parties.
Ethical Review: Ethical approval was sought from an 

Table A: Distribution of  Respondents
Higher Education 
Institution

Number 
of  
Faculty

Faculty Members 
of  Lanao del 
Norte in HEI

St. Peter’s College 73 65
Iligan Capitol College 98 85
Iligan Medical Center 
College

112 101

Lyceum Iligan 
Foundation

63 49

Total 346 300

Research Instruments
The research questionnaire was designed to gather 
valuable insights into the academic management 
and instructional practices among teachers in the 
higher education institutions in Lanao del Norte. The 
questionnaire is divided into three parts:  The fi rst part 
of  the questionnaire dealt with the respondent’s profi le in 
terms of  position, highest educational attainment, work 
experience, and trainings/ seminars attended on academic 
management. The second part of  the questionnaire is a 
researcher-made questionnaire which has a Cronbach 
Alpha value of  0.865 that underwent validation for test 
and retest to 20 higher education institution faculty 
who are not part of  the fi nal or actual respondents. 
The questionnaire assesses on academic management 
based on the functions of  management. Teachers will 
assess on academic management using the following 
scale: strongly agree, agree, disagree, strongly disagree. 



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institutional review board (IRB) or ethics committee 
to ensure that the research design and data handling 
procedures meet ethical standards and guidelines.

RESULTS AND DISCUSSIONS
Problem 1. How are the Respondents Distributed in 
Terms of  Position, Highest Educational Attainment, 
Work Experience, and Trainings/ Seminars 
Attended on Academic Management?

Table 1: Distribution of  Respondents’ Profi le in terms 
of  Position
Category Frequency Percentage
Dean 4 1.33
Program Head 8 2.67
Vice Academic Principal 4 1.33
Full-Time Faculty 231 77.00
Part-Time Faculty 52 17.67
Total 300 300.00

Table 1 presents the distribution of  the respondents 
according to position. The data revealed that 300 of  the 
respondents there were 231 (77%) Full-time faculty, which 
obtained the highest frequency. This implies a dominance 
of  full-time faculty engaged in teaching within the 
institutions. It signals a balanced workload distribution 
across departments or disciplines.  Conversely, if  there is 
a lack of  full-time faculty in a certain area, it could lead 
to workload disparities and challenges in maintaining 
instructional quality. A high number full-time faculty 
can contribute to better continuity in teaching, as they 
are likely to have more consistent student support and 
engagement.   
On the other hand, data revealed that out of  300 
respondents, 4 (1.33%) of  the respondents were Dean 
and Vice Academic Principal, which obtained the lowest 
frequency. This indicates the lead-up number leadership 
structure in the institution. It indicates that lower number 
of  leaders in the key of  administrative roles may indicate 
a streamlined organizational structure, potentially leading 
to more effi cient decision-making processes and clearer 
lines opportunity. Thus, smaller leadership team can 
foster a culture of  collaboration and teamwork, as leaders 
may need to work closely together to address complex 
issues and achieve institutional goals, and may increase 
the risk of  burnout among those faculty in administrative 
roles.
Table 2 illustrates the highest educational attainment. 
Data revealed that respondents with a Master’s Degree 
had the highest frequency of  220 (73.34%). The data 
emphasized that many respondents choose to pursue 
a master’s degree as a means of  enhancing their 
qualifi cations and career prospects. This insight shed light 
on the increasing prevalence of  master’s degrees may 

refl ect a global trend towards higher levels of  education 
and professionalization, as countries seek to remain 
competitive in a knowledge-based economy. It indicates 
to adapt the changing needs to meet the demands of  a 
changing job market, the importance of  fostering research 
and innovation at the graduate level, and the potential 
impact on workforce development and economic growth.
On the other hand, data revealed that participants in 
Bachelor’s degree are the lowest in terms of  highest 
educational attainment with a frequency of  3 (1%). It 
indicates that bachelor’s degree holders may represent 
a smaller of  the survey population because many 
professions or industries require higher levels of  
education for try or advancement. The insight, on the low 
percentage of  bachelor’s degree holders suggests culture 
of  lifelong learning and professional development among 
respondents, with many individuals valuing further 
education and continuous skill enhancement.
Therefore, the analysis of  respondents’ highest 
educational attainment yields signifi cant implications. 
The notably high percentage (73.34%) of  respondents 
holding a master’s degree, compared to other categories 
like doctorate holders or those with bachelor’s degrees, 
could be a trend where individuals pursue master’s 
degrees to augment their qualifi cations and career 
prospects. Conversely, the lowest percentage (1%) of  
respondents with bachelor’s degrees may refl ect industries 
or professions that demand higher levels of  education for 
entry or progression. Arum’s examination underscores 
the challenges and opportunities in higher education, 
advocating for enriching educational experiences that 
cultivate critical thinking and analytical skills across 
diverse academic backgrounds.

Table 2: Distribution of  Respondents’ Profi le in terms 
of  Highest Educational Attainment
Category Frequency Percentage
Doctorate Degree 55 18.33
With Doctorate Degree 
Units

16 5.33

Master’s Degree 220 73.34
With Master’s Degree Units 6 2.00
Bachelor’s Degree 3 1.00
Total      300 100.00

Table 3: Distribution of  Respondents’ Profi le in terms 
of  Work Experience
Category Frequency Percentage
10 years and above 14 4.67
7-9 years 127 42.33
4-6 years 101 33.67
3 years below 58 19.33
Total 300 1000.00



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Table 3 demonstrates the respondents’ profi le in terms 
of  work experiences. Data show the participants with 
the highest number of  responses were 7-9 years of  
experience 127 (42.33%). This indicates a level of  
stability and commitment to their careers. This duration 
often refl ects a period of  tenure with an organization or 
within a specifi c role, indicating a level of  investment 
and dedication to professional growth and development. 
This implies, having a considerable amount of  time in the 
workforce, respondents are likely to possess deep industry 
knowledge and insights, which they can contribute to 
discussions and decision-making processes. 
However, data show that participants experience with 10 
years and above the lowest in terms of  work experience 
were 14 (4.67%). This can be attributed that a slower pace 
of  career progression or a smaller pool of  individuals 
who have reached this milestone. It suggests that fewer 
respondents have advanced to the senior stages of  their 
careers compared to those at earlier career stages. 
By analyzing the distribution of  respondents’ profi les 
in terms of  years of  experience, its insights into the 
importance of  accumulated practices, learning, and 
exposure in shaping individual trajectories and outcomes. 
It underscores the value of  deliberate practices, 
mentorship, and opportunities for growth in fostering 
excellence and achievement. 
Table 4 describes the respondents’ profi le in terms of  
Training/Seminar attended. Data shows that participants’ 
training/seminar attended are the school level attendance 
having 149 (49.67%). This indicates that educational 
institutions prioritize providing training opportunities 

that directly address the specifi c needs and challenges 
faced at the school level. The result of  this study is in 
congruence to the study of  Comon and Corpuz (2024) that 
indicates a strong emphasis on academic or educational 
development, as evidenced by the highest percentage of  
attendance of  school seminars.  This suggest a focus on 
formal education and learning opportunities within their 
institution or academic community.
On the other hand, data show that participants with the 
lowest number of  responses deal with International level 
attendance having 4 (1.33). This could imply potential gaps 
in accessing or prioritizing opportunities for international 
professional development, which may impact the overall 
effectiveness and instructional practices.

Problem 2. What is the Level of  Academic 
Management of  Higher Education Institutions 
as Perceived by the Respondents with Respect to 
Planning, Organizing, Directing, Controlling?

Table 4: Distribution of  Respondents’ Profi le in terms of  
Training/Seminars Attended on Academic Management
Category Frequency Percentage
International 4 1.33
National 16 5.33
Regional 55 18.33
Division 76 25.33
School 149 49.67
Total 300 1000.00

Table 5: Distribution of  the Respondents’ Perception on the Level on Academic Management with respect to 
Planning
Indicators Mean SD Description
The academic planning of  the institution is well – structured and effective. 2.99 0.79 Most of  the Time
The academic planning process includes the input of  relevant stakeholders 
such as students, faculty, and staff.

2.80 1.03 Most of  the Time

Our academic planning process clearly defi nes goals and objectives for the 
institution.

3.79 0.52 At all times

The academic planning process at our institution involves regular assessment 
and adjustment of  plans to ensure effectiveness.

2.91 0.45 Most of  the Time

Academic planning is aligned with the long-term vision and mission of  the 
institution.

3.74 0.62 At all times

I feel adequately informed about the academic planning activities and 
initiatives taking place at our institution.

2.28 0.78 Sometimes

The academic planning process allows for fl exibility to adapt to changing 
circumstances or needs.

2.10 0.54 Sometimes

Decision-making in academic planning is transparent and involves diverse 
perspectives.

2.92 0.45 Most of  the Time

Academic planning initiatives are effectively communicated to all relevant 
stakeholders (e.g., students, faculty, staff, and administrators).

2.95 0.43 Most of  the Time

I believe that academic planning at our institution contributes positively to 
the overall educational experience and success of  students.

3.63 0.78 At all times

Overall 3.01 0.64 Most of  the Time



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Legend:
3.25-4.00 At all times / Very Positive
1.75-2.49 Sometimes / Negative
2.50-3.24 Most of  the time / Positive
1.00-1.74 Never / Very Negative

Table 5 determines the distribution of  respondents’ 
level of  perceptions shed light on the academic 
management of  their Higher Education Institution 
(HEI) concerning planning. The data exposed the overall 
mean 3.01(SD=0.64) described as Most of  the Times 
interpreted as Positive for respondent’s level on academic 
management with respect to planning.  The positive 
interpretation suggests a generally favorable perception 
among respondents regarding academic management in 
the context of  planning. The mean, being slightly above 
the midpoint (2.5), indicates an overall positive sentiment. 
The relatively low standard deviation suggests a moderate 
level of  agreement among respondents, indicating a 
cohesive perspective on academic management planning. 
This implies that, on average, respondents view the 
planning aspects of  academic management positively, 
creating a foundation for effective and well-received 
planning strategies within the surveyed group. 
The indicator, our academic planning process clearly 
defi nes goals and objectives for the institution, got 
the highest mean of  3.79(SD=0.52) indicates a strong 
consensus among respondents, as refl ected by the “At all 
times” rating. The high mean suggests that respondents 
overwhelmingly perceive the academic planning process 
as one that clearly defi nes goals and objectives for the 
institution. The low standard deviation implies a narrow 
range of  responses, indicating a high level of  agreement 
among participants. This very positive interpretation 
suggests that the majority of  respondents not only 
agree but strongly affi rm that the academic planning 
process in the institution is well-defi ned and effectively 
communicates its goals and objectives. This alignment is 
indicative of  a cohesive understanding and support for 
the institution’s strategic direction among those surveyed. 

Brussel (2019) who advocates for fl exibility in the academic 
planning process to adopt changing circumstances 
or needs. In her book “Flexible Higher Education: 
refl ections from Expert Experience”, Brussel highlights 
the importance of  incorporating adaptable frameworks 
within academic planning strategies. She emphasizes the 
necessity for institutions to anticipate and respond to 
dynamic shifts in the educational landscape, fostering 
agility and resilience in their planning approaches to meet 
evolving demands effectively. 
Similarly, the indicator the academic planning process 
allows for fl exibility to adapt to changing circumstances 
or needs got the lowest mean of  2.10 (SD=0.54) 
described as “Sometimes”, interpreted as Negative. 
The mean, being below the midpoint (2.5), indicates 
that respondents generally disagree that the academic 
planning process allows for fl exibility to adapt to 
changing circumstances or needs. The relatively low 
standard deviation implies a moderate level of  agreement 
among respondents, suggesting a consistent perspective. 
This negative interpretation suggests that there is a lack 
of  fl exibility in the academic planning process, according 
to the majority of  respondents. The institutions may need 
to assess and address these aspects to enhance its ability 
to adapt to changing circumstances or needs in a more 
easily manner. Furthermore, Michael Fullan in his work 
reveal that into educational leadership and management, 
including strategic planning and change processes within 
academic institutions. Fullan’s writings provide insights 
into effective planning strategies for enhancing academic 
management and improving overall institutional 
performance. Another author give emphasizes the clear 
defi nition of  goals and objectives for institutional in 
Michael K. Townsley. In his book “Strategic Planning 
for Private Higher education” (2016) he emphasizes the 
importance of  establishing precise goals and objectives 
as fundamental elements of  effective academic planning 
within higher education institutions. He outlines strategies 
for aligning institutional mission with specifi c academic 
goals to enhance overall performance and success. 

Table 6: Distribution of  the Respondents’ Perception on the Level on Academic Management with respect to 
Organizing
Indicators Mean SD Description
The academic management of  the institution effi ciently organizes and 
coordinates academic programs and resources.

3.00 0.54 Most of  the Time

There is a clear organizational structure that defi nes roles and responsibilities 
within the academic management team.

3.00 0.53 Most of  the Time

Academic management effectively allocates resources, including faculty, 
facilities, and funding, to support academic activities.

2.91 0.56 Most of  the Time

Our institution's academic management fosters a culture of  collaboration and 
teamwork among academic departments and staff.

1.94 0.95 Sometimes

Academic policies and procedures are well-organized and clearly 
communicated to faculty, staff, and students.

2.74 0.70 Most of  the Time

The academic management team effectively manages academic schedules and 
timetables to optimize resource use.

2.03 0.85 Disagree



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There are effi cient systems in place for academic record-keeping and data 
management.

2.54 0.68 Most of  the Time

The academic management team proactively identifi es and addresses 
organizational challenges and bottlenecks.

2.70 0.65 Most of  the Time

Academic management promotes a sense of  inclusivity and diversity within 
academic programs and decision-making processes.

3.76 0.58 At all times

I believe that the organizing efforts of  the academic management contribute 
positively to the overall effi ciency and effectiveness of  our institution’s 
academic operations.

3.64 0.76 At all times

Overall 2.50 0.68 Most of  the Time

Legend:
3.25-4.00 At all times / Very Positive
1.75-2.49 Sometimes / Negative
2.50-3.24 Most of  the time / Positive
1.00-1.74 Never / Very Negative
Table 6 explains the distribution of  respondents’ level of  
academic management with respect to organizing. The 
data exposed the overall mean for respondent’s level on 
academic management with respect to organizing is 2.50 
(SD=0.68) labelled as Most of  the Time/ interpreted 
as Positive. The positive interpretation suggests that 
respondents, on average, agree that the distribution of  
levels in academic management revealed to organizing is 
reasonable and meets their expectations. The standard 
deviation of  0.68 indicates a moderate level of  agreement 
with some variability in opinions, but the overall trend 
is affi rmative. This implies that, while there may be 
some diversity in perspective, the majority view favors 
the effectiveness of  the current organizational structure 
within academic management. 
On the other hand, the highest item with the indicator, 
Academic management promotes a sense of  inclusivity 
and diversity within academic programs and decision-
making processes with mean of  3.76 (SD=0.76) 
described as At All Times interpreted as Very Positive. 
This suggests a favorable environment fostering diversity 
within academic programs on fostering a culture of  
collaboration and teamwork among academic department 
and staff  are likely positive. This suggests that the 
institution’s management practices contribute to creating 
an environment where collaboration is encouraged, 
benefi ting overall teamwork and synergy among academic 
stakeholders. According to Rodriquez, “Evaluation of  
the quality of  academic management in higher education: 

A review and synthesis of  organizational factors,” he 
revealed how different factors affect the quality of  
academic management in HEIs, including organizing 
aspects.  Another author Border, particularly in her 
book “developing an Inclusive Environment in Higher 
Education: Supportive Strategies for Administrators and 
Faculty”, revealed various strategies and approaches that 
academic managers can employ to foster inclusivity and 
diversity within higher education institutions. Mclendon 
discusses how institutions’ academic management 
effectively allocates resources, including faculty, facilities, 
and funding, to support academic activities. In his book, 
the complexities of  resource allocation in higher education 
and how academic management can strategically allocates 
resources to support academic activities effectively.
In line with this, the lowest item of  respondents’ level on 
academic management with respect to planning with the 
indicator, Our institution’s academic management fosters 
a culture of  collaboration and teamwork among academic 
departments and staff  with a mean of  1.94 (SD=0.95) 
described as sometimes interpreted as low. This indicates 
that despite the academic management facility allocates 
resources, including Faculty, funding, facilities, and 
fostering collaboration and teamwork but then academic 
management received low agreement level. Furthermore, 
Deal (2019), provides insights on how academic 
leadership team effectively resolve confl icts and challenges 
within academic departments. His book explores the 
importance of  soulful leadership in navigating confl icts 
and challenges within organizations, including academic 
departments. He offered insights into how leaders can 
foster trust, communication, and collaboration to address 
confl icts effectively and promote a positive organizational 
culture conducive to academic success.

Table 7: Distribution of  the Respondents’ Perception on the Level on the Academic Management with respect to Directing
Indicators Mean SD Description
The academic management at our institution provides clear and strategic 
direction for academic programs and services.

3.17 0.72 Most of  the Time

The academic leadership effectively communicates the vision and mission of  
the institution to all stakeholders.

3.16 0.69 Most of  the Time

Academic management sets ambitious but achievable academic goals for the 
institution.

3.11 0.84 Most of  the Time

There is a clear alignment between academic goals and the institution's long-
term strategic plan.

2.13 0.92 Sometimes



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Legend:
3.25-4.00 At all times / Very Positive
1.75-2.49 Sometimes / Negative
2.50-3.24 Most of  the time / Positive
1.00-1.74 Never / Very Negative

Academic management effectively motivates and inspires faculty and staff  to 
achieve academic excellence.

2.64 0.76 Most of  the Time

The academic leadership team empowers faculty and staff  to take ownership 
of  their academic responsibilities.

2.27 0.82 Sometimes

There is a culture of  collaboration and teamwork within the academic 
management, promoting a cohesive approach to achieving academic goals.

2.13 0.92 Sometimes

Academic management supports and encourages innovation and creative 
approaches to academic challenges.

2.96 0.94 Most of  the Time

The academic leadership team effectively resolves confl icts and challenges 
that arise within academic departments.

1.88 0.84 Sometimes

I believe that the directing efforts of  the academic management contribute 
positively to the academic growth and success of  our institution.

3.76 0.58 At all times

Overall 2.72 0.72 Most of  the Time

Table 7 explains the distribution of  respondents’ level 
of  academic management with respect to directing. The 
data exposed the overall mean for respondent’s level 
of  academic management concerning directing is 2.72 
(SD=0.72) labeled as “Most of  the Time interpreted 
as Positive” indicates a moderate level of  agreement. It 
signals a generally high statement among respondents. 
This implies that on average individuals tend to agree with 
the effectiveness of  academic management, contributing 
to a positive interpretation of  the management practices 
in place. In line with this, the level of  academic 
management with the indicator “I believe that the 
directing efforts of  academic management contribute 
positively to the academic growth and success of  our 
institution” with the highest mean of  3.76 (SD=0.58) 
described as Most of  the Time interpreted as Positive. 
This implies that there is a shared belief  that the directed 
efforts of  academic management positively contribute 
to the academic growth and success of  the institutions 
effectively a favorable inter-connective of  their impact. 
While there are strengths, such as clear direction and 
effective communication of  vision, there are also 
identifi ed areas for improvement, particularly in aligning 
academic goals with the institutional strategic plan, 
empowering faculty and staff, fostering collaboration, 
and resolving confl icts effectively. Johnson and Smith 
(2019) challenges and issues faced by higher education 
institutions the review explores the indicates of  academic 
governance, investigating issues and dynamics associated 
with decision-making procedures, shared governance, 
and the pivotal responsibility of  academic leaders in 
managing and resolving governance issues. 
On the other hand, the lowest item with the indicator 
“the academic leadership team effectively resolves 

confl icts and challenges that arise within academic 
departments” with the mean 1.88 (SD=0.84) described 
as Sometimes interpreted as Negative. This indicates 
that the respondents disagree with the statement that the 
academic leadership team effectively resolves confl icts 
and challenges within academic departments.
The negative interpretation, a perception among 
respondents that there are shortcomings or inadequate 
in how confl icts and challenges are handled indicates a 
potential need for improvement in the leadership teams’ 
confl ict resolution strategies. Cloke and Goldsmith 
(2019) fi ndings emphasized that academic institutions can 
establish formal structures, such as mediation committees 
or ombuds offi ces, to support the academic leadership 
team in resolving confl icts.  These resources provide 
additional expertise and impartiality in handling complex 
disputes. Their fi ndings highlighted transformational 
leadership strategies, fostering collaborative 
decision-making processes, implementing effective 
communication strategies, providing confl ict resolution 
training, establishing structural supports, and nurturing a 
positive organizational culture, academic institutions can 
create environments conducive to constructive confl icts 
resolution. To conclude, the analysis of  respondents’ 
perceptions regarding the level of  HEIs academic 
management reveals signifi cant disparities, particularly 
in the domain of  directing. The highest mean score 
of  3.76(SD= 0.58) indicates strong agreement among 
respondents regarding the positive contribution of  
directing efforts to the academic growth and success 
of  the institution. Conversely, the lowest mean score of  
1.88(SD=0.84) suggests a lack of  consensus regarding 
the effectiveness of  the academic leadership team in 
resolving confl icts and challenges within academic 
departments. These fi ndings underscore the importance 
of  acknowledging the positive impact of  directing efforts 
on academic success, while also highlighting the need 
for improvement in confl ict resolution and management 
strategies within academic leadership teams.



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Legend:
3.25-4.00 At all times / Very Positive
1.75-2.49 Sometimes / Negative
2.50-3.24 Most of  the time / Positive
1.00-1.74 Never / Very Negative

Table 8: Distribution of  the Respondents’ Perception on the Level on the Academic Management with respect to Controlling
Indicators Mean SD Description
The academic management at our institution effectively controls and evaluates 
academic programs and services.

3.63 0.55 At all times

There are clear mechanisms in place to ensure that academic standards and quality 
are maintained in our institution.

3.65 0.49 At all times

Academic management uses data and feedback to make informed decisions for 
continuous improvement.

3.63 0.52 At all times

Our institution effectively manages resources to support academic goals and objectives. 3.49 0.69 At all times
The academic management team collaborates with faculty and staff  to ensure 
effective implementation of  academic policies and procedures.

3.52 0.60 At all times

There is a well-defi ned process for addressing and resolving academic issues and 
concerns in our institution.

3.27 0.75 At all times

Academic management ensures that academic programs are in compliance with 
relevant regulatory requirements.

3.67 0.75 At all times

Feedback from students and faculty is actively sought and used to make 
improvements in academic management.

3.53 0.90 At all times

Academic management effectively communicates academic policies and changes 
to the academic community.

3.47 0.72 At all times

I believe that the academic management’s controlling processes contribute 
positively to the overall academic quality and integrity of  our institution.

3.97 0.18 At all times

Overall 3.60 0.62 At all times

Table 8, shows the respondents’ level on academic 
management in the context of  controlling within the 
Higher Education Institution (HEI). The data exposed 
the overall mean for respondent’s level of  academic 
management concerning controlling is 3.60 (SD=0.62) 
described as At All Times/ interpreted as Very Positive. 
This indicates that an average level of  agreeing and 
satisfaction with the academic management in terms 
of  control. This implies a favorable assessment of  the 
effectiveness and profi ciency of  the control mechanism 
with the academic management structure. This suggests 
a strong foundation of  trust, consistency, and alignment 
with expectations. However, it also highlights the 
importance of  ongoing monitoring, communication, and 
adaptation to ensure that control measures remain effective 
and supportive of  the institution’s mission and values.
In line with this, the highest mean of  respondent’s level on 
academic management in the context of  controlling with 
the indicator, I believe that the academic management’s 
controlling processes contribute positively to the overall 
academic quality and integrity of  our institution with 
the mean of  3.97 (SD=0.18) described as At All Times 
interpreted as Very Positive. This indicates that there is 
a strong consensus among respondents in favorable of  
the positive contribution of  academic management’s 
controlling processes to the overall academic quality 
and integrity of  your institution. The description “At All 

Times” and the interpretation of  “Very Positive” further 
emphasize the widespread positive sentiment regarding 
these processes. This implies a strong commitment to 
integrity and compliance with academic standards and 
regulations and suggests that the institution place a high 
value on ethical conduct, transparency, and adherence 
to best practices in all aspects of  operations. Discussing 
the author’s perspective Chen and Li (2020) provide an 
in-depth exploration of  addressing academic issues in 
institutions involves understanding the key depends on 
the emphasis. It typically includes clear communication 
channels, accessible resources for students, faculty 
involvement, and a systematic approach to resolving 
concerns promptly. 
On the other hand, the lowest item with the indicator 
“there is a well-defi ned process for addressing and 
resolving academic issues and concerns in our institution” 
with a mean of  3.27 (SD=0.75) described as At All Times 
interpreted as Very Positive. This indicates that the 
low standard deviation indicates a relatively consistent 
positive perception among respondents. This implies 
a very positive interpretation of  the effectiveness and 
satisfaction with the current system, which can lead to 
increased trust, improved academic performance, and 
a stronger sense of  community within the institution. 
Kareem et al. (2022) explain into the importance of  
establishing clear policies and procedures for handling 
academic issues and concerns effectively. He emphasizes 
the need for transparent communication, stakeholder 
involvement, and a collaborative approach to problem-
solving to ensure the fair and timely resolution of  
academic challenges within institutions. 



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Table 9: Summary of  the Respondents’ Perception on the Level of  HEIs Academic Management as Perceived by 
the Respondents
Variables Mean Standard Deviation Description
Planning 3.01 0.64 Most of  the Time
Organizing 2.50 0.68 Most of  the Time
Directing 2.72 0.72 Most of  the Time
Controlling 3.60 0.62 At all times
Overall 2.96 0.67 Most of  the Time

Legend:
3.25-4.00 At all times / Very Positive
1.75-2.49 Sometimes / Negative
2.50-3.24 Most of  the time / Positive
1.00-1.74 Never / Very Negative

Table 9, presents the summary of  the level of  higher 
education institutions’ academic management as perceived 
by the respondents. The overall mean of  2.95 (SD=0.66) 
suggests that, on average, respondents perceive the level of  
academic management in Higher Education Institutions 
(HEIs) to be around the “Most of  the Time” level. 
This indicates that there is generally a High perception 
of  academic management, although there may be some 
variation in opinions among respondents. Insights 
from this data could inform areas of  strength and areas 
for improvement within HEI academic management 
practices, guiding efforts to enhance effectiveness and 
address any areas of  concern. Implications may include 
the need for targeted interventions or initiatives aimed 
at further improving academic management practices to 
meet the expectations and needs of  stakeholders within 
the HEI community. 
In line with this, the highest mean of  level of  HEIs 
academic management as perceived by the respondents 
with the indicator Controlling with the mean of  3.60 
(SD=0.62) described as At All Times interpreted as Very 
Positive. This indicates that respondents strongly agree 
with the level of  academic management, particularly 
regarding controlling aspects within HEIs. This suggests 
that respondents perceive the institution’s ability to 
manage and regulate academic processes positively. 
Insights derived from this high level of  agreement could 
indicate that the institutions have robust systems in 
place for monitoring and controlling academic activities, 
fostering accountability and effi ciency. Implications may 
include recognition of  the institution’s effectiveness in 
managing academic affairs, potentially leading to increased 
confi dence among stakeholders, enhanced reputation, 
and opportunities for further leveraging strengths in this 
area to drive continuous improvement and innovation in 
academic management practices. In a related study, Jones 
et al. (2019) reveal the perceptions of  faculty members 
regarding the effectiveness of  controlling measures 
implemented by academic administrators. The results 
revealed a positive perception among faculty members 

regarding the institution’s control over academic 
processes, emphasizing the importance of  transparent 
communication and shared governance in fostering trust 
and collaboration. Additionally, Brown and Johnson 
(2020) conducted a comparative analysis of  controlling 
mechanisms in academic management across different 
types of  higher education institutions. The study found 
variations in the implementation and effectiveness of  
controlling measures, suggesting the need for tailored 
approaches to meet the unique needs and challenges 
faced by diverse institutions.
On the other hand, the lowest mean of  level of  HEIs 
academic management as perceived by the respondents 
with the indicator Organizing with a mean of  2.50 (SD= 
0.68) described as Most of  the Time interpreted as 
Positive. This indicates that respondents generally agree 
with the level of  academic management, specifi cally 
concerning organizing aspects within HEIs. While the 
agreement level is lower compared to other dimensions, 
it still indicates a somewhat positive perception overall.  
Insights from this data may reveal areas within the 
organizing domain that require attention or improvement, 
such as administrative processes, resource allocation, or 
structural clarity within the institution. Implications may 
include the need for targeted interventions or strategic 
initiatives aimed at enhancing organizational effi ciency, 
streamlining processes, or improving communication 
channels within the institutions, addressing these areas 
could lead to smoother operations, better utilization of  
resources, and increased satisfaction among stakeholders 
involved in academic management processes. The result 
of  this is similar to Nisbet (2023) which explored the 
perceptions of  staff  members regarding the effi ciency 
of  organizing practices in academic management. 
The study revealed areas of  improvement in resource 
allocation, workfl ow management, and coordination 
among departments. Nisbet (2023) emphasized the 
need for continuous improvement and innovation in 
organizational practices to meet the evolving needs of  
HEIs and stakeholders.

Problem 3. How do the Respondents Assess the 
Instructional Practices of  HEIs in Terms of  
Teaching, and Assessment?



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Table 10: Distribution of  the Respondents’ Assessment of  HEIs Instructional Practices in terms of  Teaching
Indicators Mean SD Description
As a teacher, I…
Utilize various strategies and approaches in fl exible learning. 3.98 0.13 Highly Observable
Use outcome-based education in fl exible learning to allow students to 
participate actively in the real-life situation.

3.99 0.11 Highly Observable

Employ various online assessment tools to help students master the content 
of  the lesson.

3.98 0.13 Highly Observable

Encourage students to participate actively in fl exible learning modalities. 4.00 0.00 Highly Observable
Use various alternative assessment tools allowing students to perform in a 
real-life context.

3.99 0.08 Highly Observable

Adopt the newest educational trends and paradigm shifts in teaching in order 
to sustain the pedagogy in teaching.

4.00 0.06 Highly Observable

Engage with various webinars/ seminars and online conferences to adapt to 
the new educational scheme.

4.00 0.06 Highly Observable

Utilize the fl exible learning approach, such as the blended or hybrid learning. 3.99 0.08 Highly Observable
Make the delivery mode of  learning as conducive as possible. 3.99 0.08 Highly Observable
Utilize modular learning approach, such as the online and offl ine modules. 3.98 0.13 Highly Observable
Overall 4.00 0.74 Highly Observable

Legend:
3.25-4.00 At all times / Very Positive
1.75-2.49 Sometimes / Negative
2.50-3.24 Most of  the time / Positive
1.00-1.74 Never / Very Negative

Table 10, reveals the distribution of  the respondents’ 
assessment of  HEIs instructional practices in terms 
of  teaching. The data exposed the overall mean for 
respondents’ instructional practices in terms of  
teaching is 4.00 (SD=0.74) described as At All Times/ 
interpreted as Very High. In line with this, the highest 
mean of  the distribution of  the respondents’ assessment 
of  HEIs instructional practices in terms of  teaching 
with the indicator “Encouraging faculty to actively 
participate in fl exible learning modalities” with a mean 
of  4.00(SD=0.00) described as At All Times interpreted 
as Very High. This implies that this engagement is easily 
noticeable and the interpretation of  a very high mean 
indicates strong overall involvement, likely contributing 
positively to the effectiveness of  the learning experience. 
Moreover, the fi nding of  the study of  meta-analysis 
by Lopez-Martin et al. (2023) underscores the positive 
impact of  formative assessment practices, such as 
regular feedback and self-assessment, on student learning 
outcomes in K-12 classrooms. These fi ndings highlight 
the importance of  ongoing assessment and feedback in 
the teaching and learning process, ultimately benefi tting 
students’ educational experiences.
On the other hand, the lowest mean of  the distribution 
of  the respondents’ assessment of  HEIs instructional 
practices in terms of  teaching with the indicator, 
“Utilizing a modular learning approach with online 
and offl ine modules” with a mean of  3.98 (SD=0.13) 
described as Most of  the Time interpreted as High. 

This indicates a strong overall effectiveness while the 
low standard deviation implies minimal variation making 
the learning approach very reliable and consistently 
impactful. One notable author discusses fl exible and 
modular learning is Davidson (2019), in her book, she 
explores the need for educational systems to adapt to 
a rapidly changing world by incorporating fl exible and 
modular approaches. She emphasizes the importance 
of  personalized learning experiences, project-based 
assessment, and inter-disciplining student studies is 
better to prepare students for the challenges of  modern 
workforce. The respondents express a strong belief  
in the effectiveness and observability of  the teaching 
practices employed in Higher Education Institutions. The 
data underscores a commitment to innovation, student 
engagement, and ongoing professional development, 
contributing positively to the overall instructional quality 
within these institutions.
Hence, respondents perceive Higher Education 
Institutions’ instructional practices in teaching favorably, 
with mean scores near perfection indicating strong 
consensus on effectiveness and observability. The overall 
mean of  4.00 suggests very high instructional quality 
with minimal variability. Notable emphasis is placed on 
encouraging faculty participation in fl exible learning 
modalities and employing modular learning approaches. 
Davidson (2019) advocate for fl exible and modular 
learning to prepare students for the modern workforce. 
Teachers are commended for their adept utilization 
of  diverse strategies, emphasizing practical, engaging 
learning experiences. Ongoing professional development 
efforts and varied learning modalities contribute 
positively to instructional quality within HEIs. Insights 
from meta-analysis studies underscore the importance of  



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ongoing assessment and feedback in enhancing student 
learning outcomes, highlighting the need for continuous 
improvement in pedagogical strategies within HEIs. 

Understanding the distribution and effectiveness of  
instructional practices is crucial for promoting student 
success within HEIs.

Table 11: Distribution of  Respondents’ Instructional Practices in terms of  Assessment
Indicators Mean SD Description
As a teacher, I…
Utilize various online assessment tools to evaluate students’ performance. 3.99 0.08 Highly Observable
Accurately measure the performance task of  the students using criteria. 4.00 0.00 Highly Observable
Employ performance-based assessment or PBAT to measure student’s 
performance authentically.

3.99 0.08 Highly Observable

Attend webinars/ seminars related to the new assessment scheme in the new 
normal.

3.98 0.13 Highly Observable

Use various alternative assessment tools allowing students to perform in a 
real – life context.

4.00 0.06 Highly Observable

Provide performance tasks for each domain. 4.00 0.00 Highly Observable
Provide assessment tools to develop higher-order thinking skills of  the 
students.

3.98 0.13 Highly Observable

Embrace the assessment pedagogy and method. 4.00 0.06 Highly Observable
Measure students’ performance authentically using criteria. 4.00 0.06 Highly Observable
Use various assessment tools, such as formative and summative, to measure 
if  lesson objectives were attained or not.

4.00 0.00 Highly Observable

Overall 3.60 0.06 Highly Observable

Legend:
3.25-4.00 At all times / Very Positive
1.75-2.49 Sometimes / Negative
2.50-3.24 Most of  the time / Positive
1.00-1.74 Never / Very Negative

Table 11, determine the distribution of  respondents’ 
instructional practices in terms of  assessment. The data 
exposed the overall mean of  3.60 (SD=0.06) described 
as Highly Observable interpreted as Very High. This 
implies that these practices are readily apparent and 
easily discernible. The interpretation of  “very high” 
indicates a strong level of  adherence or implementation 
of  assessment practices among respondents, highlighting 
the signifi cance and effectiveness of  their instructional 
strategies in this regard.
In line with this, the highest mean of  the distribution 
of  respondents’ instructional practices in terms of  
assessment with the indicator “Use of  various assessment 
tools, including formative and summative assessments, 
to measure the attainment of  lesson objectives” with a 
perfect mean of  (4.00) described as Highly Observable 
interpreted as Very High. This indicates a strong belief  
in the effectiveness and observability of  these assessment 
strategies. The data suggests a highly effective approach 
to assessment practices within Higher Education 
Institutions. The respondents express a unanimous belief  
in the observability and effi cacy of  various assessment 
tools and methods, highlighting a commitment to 
authentic, innovative, and comprehensive assessment 
practices. The research of  Brown and Bailey (2019) 

pinpoint the innovative assessment practices, such as peer 
assessment, self-assessment, and authentic assessment, 
in higher education. Their research highlighted the 
benefi ts of  involving students in the assessment process, 
promoting self-regulated learning and metacognitive 
awareness. Additionally, studies by Rust et al. (2019) and 
Boud (2020) discussed the importance of  incorporating 
authentic tasks and real-world problems into assessment 
activities to enhance student engagement and motivation.
On the other hand, the lowest mean of  the distribution 
of  respondents’ instructional practices in terms of  
assessment with the indicator “Attend webinars/ 
seminars related to the new assessment scheme in the 
new normal” with a mean of  3.98 (SD=0.13) described 
as “Highly Observable” interpreted as Very High. This 
suggests that the responses are tightly clustered around 
the mean, indicating a relatively low level of  variability in 
respondents’ perceptions. This implies that the majority 
of  respondents are aligned in their favorable views of  
the new assessment scheme. Furthermore, the fi ndings 
of  Vellanki et al. (2022) show that teachers face several 
challenges, such as time limitations, shortened semesters, 
unfamiliar coursebook contexts, and assessment 
practices. For strategy instruction, teachers utilized 
collaborative lesson planning and resources and virtual 
fl ipped classrooms, among others. We conclude that 
metacognitive strategy instruction can provide better 
scaffolding during listening instruction and recommend 
further exploration of  students’ use of  metacognitive 
strategies in other academic contexts.



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Table 12: Summary of  Responses on the Level of  Respondents’ Instructional Practices
Variables Mean Standard Deviation Description
Teaching 4.00 0.74 Highly Observable
Assessment 3.60 0.06 Highly Observable
Overall 3.80 0.40 Highly Observable

Legend:
3.25-4.00 At all times / Very Positive
1.75-2.49 Sometimes / Negative
2.50-3.24 Most of  the time / Positive
1.00-1.74 Never / Very Negative

Table 12 shows the summary of  responses on the level 
of  respondents’ instructional practices with an overall 
mean of  3.8 (SD=0.06) indicating that, on average, 
respondents assessed the instructional practices of  HEIs 
quite positively. 
In line with this, the highest mean with the indicator 
“Teaching” with a mean of  4.00 (SD=0.74) is described 
as Highly Observable interpreted as Very High. This 
indicates that, on average, respondents assessed the 
instructional practices of  HEIs in terms of  teaching 
very positively. The high mean score suggests that 
respondents generally perceived the teaching practices 
of  HEIs to be of  high quality. However, the relatively 
high standard deviation indicates some variability in 
respondents’ assessment, suggesting that there may be 
differing opinions or experiences regarding teaching 
practices among the respondents. Further analysis 
would be necessary to understand the specifi c aspects of  
teaching practices that are contributing to this high mean 
score and to address any areas of  concern highlighted 
by the variability in responses. The comprehensive 
study of  Smith et al. (2019) highlighted the importance 
of  innovative pedagogical approaches, student-centered 
learning, and faculty development programs in enhancing 
teaching effectiveness and student engagement. In 
tandem with this perspective, the study conducted by 
Johnson and Brown (2019) emphasized the signifi cance 
of  active learning strategies, feedback mechanisms, and 
supportive learning environments in promoting effective 
teaching practices. Additionally, Zohre (2023) investigated 
the impact of  faculty development initiatives on teaching 
effectiveness within HEIs. The study found that targeted 
professional development programs, such as workshops, 

mentoring, and peer observation, contributed to 
improved instructional practices and faculty satisfaction. 
Zohre underscored the importance of  ongoing support 
and recognition for faculty members to enhance teaching 
quality and student success.
On the other hand, the lowest mean with the indicator 
“Assessment” with the mean of  3.60 (SD=0.06) 
described as Highly Observable and interpreted as Very 
High. This indicates that the low standard deviation 
suggests that there is relatively little variability in 
respondents’ assessment, indicating a high level of  
agreement, indicating a high level of  agreement among 
them regarding the quality of  instructional practices. 
These insights imply that HEIs are generally performing 
well in terms of  their instructional methods, but further 
analysis would be needed to determine specifi c aspects of  
teaching practices that are contributing to this high mean 
score and to address any areas of  concern highlighted by 
the variability in responses. 
The fi ndings suggested a positive correlation between 
authentic assessment tasks, self-regulated learning 
strategies, and student satisfaction. Similar to the study of  
Lee et al. (2020) emphasized the importance of  aligning 
assessment practices with curricular goals, promoting 
metacognitive awareness, and providing timely and 
constructive feedback to enhance student learning 
outcomes (Warhuus et al., 2018). The fi ndings also 
suggest an approach for design and assessment that may 
help resolve the pedagogical and legitimacy challenges of  
such courses. These contributions are directly relevant 
for students, educators and administrators involved with 
entrepreneurship courses, and they may be applicable to a 
wider range of  process-based courses.

Problem 4. Is there a Signifi cant Relationship 
between the Respondents’ Perception of   HEIs’ 
Academic Management and Their Instructional 
Practices in Terms of  Teaching, and Assessment?

Table 13: Test of  Relationship between the Teachers’ Perception on Academic Management and Their Instructional Practices
Variables Teaching Assessment 

r-value p-value Interpretation r-value p-value Interpretation
Planning -0.0189 0.7562 NS -0.0539 0.3513 NS
Organizing -0.0614 0.2922 NS 0.0741 0.2006 NS
Directing -0.0038 0.9449 NS 0.0277 0.6339 NS
Controlling -0.0736 0.2012 NS 0.0572 0.3243 NS
Overall -0.0394 0.5486 NS 0.0532 0.3775 NS

Note: Signifi cant if  p-value < 0.05



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Table 13 shows the correlation coeffi cients (r-values) and 
p-values of  the relationship between the respondents’ 
assessment of  Higher Education Institutions’ academic 
management and their instructional practices in terms of  
teaching, and assessment.
For planning, there is a very weak negative correlation with 
teaching (r = -0.0189, p = 0.7562) and a slightly stronger 
negative correlation with assessment (r = -0.0539, p = 
0.3513). However, both p-values are greater than the 
signifi cance level (0.05), indicating that these correlations 
are not statistically signifi cant. It implies, there is no 
signifi cant relationship between teachers’ assessment of  
planning in academic management and their instructional 
practices in teaching and assessment.
Similarly, for organizing, directing, and controlling, the 
correlation coeffi cients with teaching and assessment are 
also weak and not statistically signifi cant (p > 0.05). The 
lack of  signifi cance suggests that there is no substantial 
relationship between teachers’ assessments of  these 

aspects of  academic management and their instructional 
practices in teaching and assessment.
In conclusion, the data from Table 13 do not support 
the presence of  a signifi cant relationship between 
the respondents’ assessments of  Higher Education 
Institutions’ academic management and their instructional 
practices in planning, teaching, and assessment. The 
p-values are consistently above the alpha level of  0.05, 
indicating that any observed correlations are likely due to 
random chance, and no meaningful relationship can be 
inferred from the data.

Problem 5. Is there a Signifi cant Difference between 
the Respondents’ Perception of  HEIs’ Academic 
Management and Their Instructional Practices When 
Grouped According to Position, Highest Educational 
Attainment, Work Experience, and Trainings/ 
Seminars Attended on Academic Management?
Table 14 depicts the differences between the respondents’ 

Table 14: Test of  Difference between Teachers’ Perception on Academic Management and Instruction Practices 
when Grouped According to Profi le
Characteristics Academic Management Instructional Practices

r-value p-value Interpretation r-value p-value Interpretation
Position 0.03901 0.50099 NS 0.16370 0.778584 NS
Highest Educational Attainment 0.03313 0.56795 NS 0.05747 0.321752 NS
Work Experience 0.09081 0.11656 NS 0.02679 0.645079 NS
Trainings/ Seminars Attended 
on academic management

-0.0134 0.82257 NS -0.0108 0.849516 NS

Overall 0.0441 0.50201 NS 0.06479 0.648732 NS
Legend: *signifi cant at p<0.05 alpha level

assessment of  Higher Education Institutions (HEIs) 
academic management and their instructional practices. 
The date exposed that the respondents’ positions, 
highest educational attainment, and the number of  
trainings/seminars attended, no signifi cant correlations 
were observed with either the assessment of  academic 
management or instructional practices.
This implies that factors such as teachers’ positions 
within institutions, their highest educational attainment, 
and the extent of  their participation in training activities 
do not strongly infl uence their perceptions of  academic 
management or the implementation of  instructional 
practices.
On the other hand, a notable fi nding is the signifi cant 
positive correlation between work experience and the 
assessment of  academic management. This suggests 
that teachers with more work experience are inclined 
to have a more positive view of  academic management 

within HEIs. However, this positive correlation does 
not translate into signifi cant differences in instructional 
practices, implying that the infl uence of  work experience 
may be more pronounced in the assessment of  academic 
management than in the actual implementation of  
teaching strategies.
As a whole, while certain factors such as the work 
experience may infl uence teachers’ perceptions of  
academic management, these do not necessarily result in 
substantial differences in instructional practices. Other 
factors like position, highest educational attainment, and 
the number of  trainings/seminars attended do not show 
signifi cant associations with either academic management 
assessments or instructional practices.

Problem 6. Based on the Findings of  the Study, 
What Development Plan on Research Competence 
and Engagement Can be Designed?



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Table 15: Faculty Development Plan
Year 1 (2024): Academic Management

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lf-

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se

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m

en
t



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(A
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CONCLUSIONS
Based on the results and discussions presented, the 
following conclusions are drawn. 
The majority of  respondents hold master’s degrees and 
serve as full-time faculty, which highlights the potential 
for a strong academic foundation and expertise within 
the institutions, leveraging the knowledge and experience 
of  this group can be instrumental in further enhancing 
educational quality, fostering innovation, and driving 
positive academic outcomes within the Higher Education 
Institution (HEIs) of  Lanao del Norte. Commendable 
level of  profi ciency in controlling functions, it’s important 
for HEIs to maintain a holistic approach across all 
dimensions of  academic management. Strengthening 
planning, organizing, and directing processes can further 
optimize institutional effectiveness and contribute to 
sustained academic excellence. 
Teaching methods employed by the HEIs are highly 
effective and have a signifi cant impact on student 
learning outcomes. Additionally, it suggests that the 
assessment practices are likely aligned with the teaching 
methods, contributing to a comprehensive and successful 
educational experience for students. The test of  the 
relationship between teachers’ academic management with 
respect to planning, organizing, directing, and controlling 
and the level of  instructional practices in terms of  teaching 
and assessment results in a non-signifi cant relationship, 
which means that there is insuffi cient evidence to reject 
the null hypothesis. This typically states that there is no 
relationship between teachers’ academic management and 
the level of  instructional practices, would not be rejected. 
In other words, the null hypothesis is accepted, accepting 
the null hypothesis suggests that there is no signifi cant 
association between teachers’ academic management 
behaviors and the quality of  instructional practices 
observed in teaching and assessment. 

RECOMMENDATIONS
Based on conclusions of  the study, the following 
recommendations are hereby forwarded:

1. Follow action plan. 
2. Academic planning should provide more innovative 

leaders to effectively communicated improvement in 
transparency and communication.

3. For the academic and staff  should maximize the 
need for improvement in promoting collaboration within 
the academic community. Their collaborative approach 

can effectively help diverse talent together resulting in a 
cohesive and high-perform academic team.

4. Academic management should provide opportunities 
in resolving confl icts and challenges within the academic 
department.

5. For academic issues and concerns, academic 
management should address challenges head-on to 
contribute signifi cant resolution in various academic 
matters.

6. Teachers should provide a depth utilization of  
diverse strategies and approaches in fl exible learning.

7. Higher Education Institution (HEI) in terms of  
assessment, should provide and accurate un insightful 
evaluation, offering a comprehensive approach that aligns 
well with the academic standard. 

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