Leadership Practices of Department Heads in Academic Administration: A Support to Faculty Development

Abstract

This study determined the relationship of leadership practices of department heads and its support to faculty development in Mabini Colleges, Inc. Using a quantitative method, descriptive-correlational research design, data were gathered through a survey questionnaire and analyzed thematically using SPSS software. Findings revealed that department heads consistently implement leadership practices along planning, organizing, leading, and monitoring. Faculty members also possess a high degree of skills in the level of their development along competence, evaluation result, trainings and seminars, and professional advancement. A significant relationship was found between leadership practices of department heads in academic administration along planning, organizing, leading, and monitoring and the level of faculty development along competence, evaluation results, trainings and seminars, and professional advancement. Faculty members rarely encounter challenges in support to their development. A negative but statistically significant correlations was found between faculty development and the challenges encountered by the respondents. Additionally, Project LEADGROW or Leadership Empowered Advancement, Development for Growth and Resources Organizational Wellness was proposed as an intervention. The study concludes that department heads consistently employ leadership practices along the variables and faculty members also possess a high level of development along the variables. Based on these findings, recommendations include monitoring and feedback practices, mentoring or coaching, participation in professional development, allocation of budget and resources, establishment of formal institutional policies, implementation of Project LEAD-GROW, and further research to a wider scope such as student outcomes and institutional performance.