STRATEGIC DEVELOPMENT PLAN OF SELECTED STATE UNIVERSITIES AND COLLEGES (SUC’S) IN CALABARZON: AN EMERGING PROCESS FOR FACULTY DEVELOPMENT PROGRAM

The qualifications and the competencies of the faculty is a stronghold in bringing up the quality of education in the tertiary level. Hence, this study looks through in-depth analysis the provisions in the Strategic Development Plan (SDP), focus on Faculty Development. Thus, the result becomes an outlined process for recommendation in the formulation of an action plan in the institutional level vis-à-vis faculty development program.Descriptive survey method was employed in this study to determine the perception of the respondents on the existence of the provisions in the Strategic Development Plan of 5 SUCs in CALABARZON, Region IV-A. Results of the study showed that all the indicators of SDP-planning, finance, management intervention, leadership focus, and learning opportunities, were perceived highly observable in connection with faculty professional development and faculty skills improvement. Likewise, findings revealed highly significant relationship among the variables under consideration. Pertinent to the outcomes of the study, teachers in higher education should enhance their professional discipline, which include interpersonal and social skills, professional growth, management and leadership abilities, as well as paralegal to a goals study, it was concluded that the provisions in Strategic Development Plan have significant relationship with faculty and faculty skills improvement. With this finding, the null hypothesis stated as there is no significant relationship between the university’s SDP and faculty professional, faculty skills development is partially sustained.

The qualifications and the competencies of the faculty is a stronghold in bringing up the quality of education in the tertiary level. Hence, this study looks through in-depth analysis the provisions in the Strategic Development Plan (SDP), focus on Faculty Development. Thus, the result becomes an outlined process for recommendation in the formulation of an action plan in the institutional level vis-à-vis faculty development program.Descriptive survey method was employed in this study to determine the perception of the respondents on the existence of the provisions in the Strategic Development Plan of 5 SUCs in CALABARZON, Region IV-A. Results of the study showed that all the indicators of SDP-planning, finance, management intervention, leadership focus, and learning opportunities, were perceived highly observable in connection with faculty professional development and faculty skills improvement. Likewise, findings revealed highly significant relationship among the variables under consideration. Pertinent to the outcomes of the study, teachers in higher education should enhance their professional discipline, which include interpersonal and social skills, professional growth, management and leadership abilities, as well as paralegal knowledge. It is therefore necessary to strengthen SDP comprehensively with a collaborative efforts of higher school officials and faculty to achieve the targeted goals of the SUCs towards better student learnings resulting to globalquality graduates.As to the findings of the study, it was concluded that the provisions contained in the Strategic Development Plan have significant relationship with faculty professional development and faculty skills improvement. With this finding, the null hypothesis stated as there is no significant relationship between the university's SDP and faculty professional, faculty skills development is partially sustained.

…………………………………………………………………………………………………….... Introduction:-
The challenge for every SUC's in the region today is to establish a clear and solid evidenced-based strategic management plan that will provide variety of opportunities for stakeholders including its faculty. There is therefore a need for strategic development plan in every SUCs that will identify its vision-mission, goals, provide direction, and for proper implementation of programs in the University. It also calls for strategic leadership that covers the leader's ISSN: 2320-5407 Int. J. Adv. Res. 8 (11), 315-323 316 ability to anticipate, envision, and maintain flexibility and to empower others to create strategic change as necessary (Hitt, et. al. 2007).
The real picture of the SUCs today is an expectation of having a continuous increase in the numbers of faculty members who will train huge number of students who will enroll due to R.A. 10931, also known as Universal Access to Quality Tertiary Education Act. Because of this law, the existing and incoming faculty members of SUCs must be prepared and equipped with instructional, personal, organizational and in research/extension capabilities.
Tyrell, (2018) a strategic plan is a blue print for challenging assumptions and promoting change within existing structures. It is a tool, that when properly leveraged, can lead to new and more viable programs. It is important to include planning, organizing and directing to come up with a strategic management that largely focus on the development of its faculty. The allocation of scarce resources which is important to gain competitive advantage, achieve an objective and capitalize on a perceived opportunity at an accept-able level of risk is also an important indicator of anystrategic plan.
Diaz, et al. (2008), faculty members are learners with needs and constraints similar to those of students. Hence, support programs must be valuable, relevant, current, and engaging. In addition, faculty development programs should address the multiple roles and needs of the faculty members as facilitators, teachers, advisors, mentors, and researchers. Institutions should therefore consider that offering a dynamic faculty development program that will serve not only full-time, but also part-time faculty-rallied on by some institutions.
Thus, the researcher assumes that every SUC's goal is to make the respective University stronger and more forceful especially as to hiring the best and most qualified faculty in order to strengthen research/extension and instruction.
In addition, faculty development programs strengthen the professional development not only for the faculty members but also for the administrators because they are those who deal directly with students. The University, therefore, should formulate a comprehensive faculty developmentprogram. University, therefore, should formulate a comprehensive faculty development program.Yet, the researcher agrees that formulating a new faculty development program, and communicating its vision from organizational leadership can be a struggle. In fact, it is not an easy task. It requires supportive institutional leadership, appropriate resource allocation and recognition for teaching excellence.
It is further believed that strategic planning management plan may provide methods to communicate the vision and build a high-quality development program which will in turn improve the teaching and learning outcomes, increased faculty morale, improve course evaluation, and create a successful institution.

Methodology:-
The study used the descriptive method research. According to Manuel and Medel (2014) descriptive research describes what is. It involves the description, recording, analysis, and interpretation of the present nature, composition or processes of phenomena.
Zulueta (2002) discourses that the descriptive research seeks to provide about one or more variables. It is used to answer the question "what exist?" This question can be answered on one or two ways: using quantitative methods or qualitative methods. Correlation research design establishes relationship among two or more variables. The element of their design includes identification of the variables of interest, the group of subject/respondents where the variables where the variables will be applied and the estimation procedure to determine the extent of relationship.
The study used purposive sampling technique. A purposive sample is a non-probability sample that is selected based on characteristics of a population and the objective of the study. According to Patton (1990)inpurposive sampling, subjects are selected because of some characteristic such as being homogeneous in character. In this study the respondents which are faculty of SUCs are believed of having similar characteristics as far as awareness of Strategic Development Plan is concern.
In the administration of the questionnaires, the researcher personally went to each SUCs in the Region to briefly explain the objectives of the study. After the questionnaires were retrieved, data were organized and tabulated for statistical treatment.

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The study used Mean, Standard Deviation and correlation analysis using Pearson r as statistical tools to analyze several variables. It is a quantitative method used to determine the nature of relationship between quantitative method used to determine the nature of relationship between dependent variable and one or more independent variables.
Results and Discussion:

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The overall mean of 3.81 indicates that respondents agreed that all the indicators of faculty development as to planning are clearly observable in the strategic development plan of their institution. Likewise, small standard deviation value is also a clear manifestation that the respondents have almost similar perception or are certain about the context of the SDP in terms of finance.  Other provisions such as advancement in academics and a more in-depth and nuanced appreciation of the competencies that the real-world demands (M=3.71, SD=0.89); development of human resource planning that boosts team achievement and high employee achievement (M=3.56, SD=0.96); income generation ventures and other initiatives (M=3.54, SD=0.92), and immersion program with private business enterprises to updatetheir knowledge related to their field of specialization / study (M=3.45, SD=0.99) were also given an agree remark. With this result, respondents clearly accepted that in the formulation of SDP, faculty improvement are given due priority and are planned accordingly based on their needs.
Furtherly, an overall mean of 3.73 concretized all the provisions existed in the SDP of SUCs. A small standard deviation value in almost all of the items also a manifestation that respondents have almost the same observation as far as planning focus on faculty development is concern Looking into the different provisions that concerns management intervention focus on faculty development it showed that majority of the respondents agreed that there is a management structures and systems to acquire, allocate and manage necessary resources with a sense of responsibility to fulfill the mission, goals and objectives of the institution (M=4.01, SD=0.77); has a continuous workplace improvement until school goals are met through advocacy of a school culture and instructional program conducive to student learning and teachers' professional growth (M=3.91, SD=0.91); has systems and structures to monitor and assess the performance of the institution against its planned strategies and operational targets as stipulated in the approved and current SDP for the purpose of continual institution improvement (M=3.92, SD=0.83). The mentioned results below are the top three indicative provisions that the respondents believed existed in the SDP of their institution. Other provisions, however, are also part in their SDP.
The overall mean of 3.87 verbally interpreted as agree is indicator that majority of the provisions that concern management intervention focus on faculty development are part of their strategic development plan.  Table 5 below shows that all the provisions that concerns leadershipfocus was all agreed by the respondents as being part of the SDP. SUCs officials and faculty in CALABARZON as respondents in the study agree that there is in their strategic development plan on faculty development program in terms of leadership-focus, a provision of managing and leveraging fiscal, materials and technological resources which aimed at improving teachers' performance and students' outcomes; and there is also a collaborative planning, implementation, support, monitoring, and evaluation of instructional programs that enhance rigorous and relevant teaching and student academic progress leading to school improvement, (M=3.89, SD=0.87) and (M=3.89, SD=0.91), respectively.
Other provisions stated as, shows respect and lead the teachers toward pre-determined goals through newly developed strategies and ideas (M=3.87, SD=0.91); there is a culture of transparency and integrity at all levels in their institution (M=3.86, SD=0.92) got an agree remarks. Still consistent to their agreement, SUCS officials and faculty believed on the existence of mechanism that balances strategic actions based on ethical standards; there is a disclosure of information on matters that hinder achievement of goals in their respective strategic development plan as shown by the respective mean of (M=3.81, SD=0.91) and (M= 3.70, SD=0.95), respectively.
These results as manifested in the overall mean of 3.84 only signifies that all of the provisions on faculty development program in terms of leadership-focus are stipulated in the SDP of SUCs.