Title: Professional Learning Community and Organizational Support on Instructional Delivery of Faculty in Local Universities and Colleges (LUCs)
Authors: Mary Jane Nire Tagaro, Gladys S. Escarlos, PhD.
Volume: 9
Issue: 5
Pages: 168-179
Publication Date: 2025/05/28
Abstract:
The study was undertaken to determine the instructional delivery of faculty by looking into their professional learning community and organizational support of selected Local Universities and Colleges (LUCs) for the school year 2024-2025. A descriptive correlational research design was employed to obtain the 300 faculty-respondents from 3 selected local colleges in CHED-Region 10, Northern Mindanao. A valid and reliable survey questionnaire was used to gather data. A highly practiced instructional delivery of faculty is evident. Of these, instructional delivery in terms of intrapersonal receives the highest mean score and least is the cognitive domain on developing writing skills and interpreting information from different sources. Likewise, the instructional delivery of faculty on interpersonal is highly practiced specifically on giving learners opportunities on practicing group dynamics, allowing them to practice decision-making within a group setting and allow them to practice active listening skills. The professional learning community of faculty is moderately practiced specifically in the areas of: collective learning and application; shared values and vision; shared personal practices; supportive conditions-relationship; and supportive conditions-structures. A moderately observed organizational support with lower means is evident; hence, there is a need to improve in all areas such as the institutional slack on funding, faculty trust towards colleagues and the organizational support on teaching, research and service outcomes. Professional learning community and organizational support have a positive and highly significant relationship with instructional delivery. Meanwhile, organizational support on teaching, research, and service outcomes; shared values; and institutional slack are the best predictors of instructional delivery. The best predictor of instructional delivery is organizational support on teaching, research, and service outcomes.