The Influence of Administrative Managerial Competency and Innovative Strategies on Teaching Performance in a State University

Abstract

This study utilized a descriptive-correlational research design to investigate the demographic profiles, managerial competencies, innovative teaching strategies, and teaching performances of faculty members in selected university colleges. Using random sampling, 108 faculty members and 96 students were surveyed from 16 17 colleges. The demographic profile analysis revealed most female respondents (65%), primarily aged between 22 to 45 years (71%). Most faculty members held master's degrees (30%) and had 10-19 years of service (27%).

Regarding managerial competencies, faculty rated themselves highly in strategic thinking (M=3.73), instructional leadership (M=3.71), personal excellence (M=3.56), and implementation learning process (M=3.49). Innovative teaching strategies were also highly rated, with active learning (M=3.75) and appropriate learning materials (M=3.71) receiving top scores. Teaching performance, as assessed by students, was rated highly across efficiency (M=3.59), organization (M=3.52), leadership (M=3.67), and responsiveness (M=3.41) domains. Statistical analyses indicated no significant differences in managerial competency across demographic groups (sex, marital status, educational attainment, years of service). However, a positive correlation was found between managerial competency and innovative teaching strategies, particularly in team teaching (p=.000). Yet, neither managerial competency nor innovative teaching strategies significantly predicted teaching performance.

In conclusion, the study underscores the importance of managerial competencies and innovative teaching strategies in enhancing faculty performance. Recommendations include continuous competency and innovation training for faculty, leveraging study results for institutional planning, and future research focusing on additional predictors of faculty performance. These findings provide valuable insights for educational administrators, faculty, students, and policymakers aiming to enhance educational outcomes and faculty performance in universities.