The faculty recruitment and reward systems of Congregation of Franciscans of the Immaculate Conception administered schools and their relationship to teaching competency

• Main Author: Vistro, Esperanza L., CFIC
• Format: text
• Language: English
• Published: Animo Repository 1981
• Subjects: Teachers > Selection and appointment; Religious Education; Teacher Education and Professional Development
• Online Access: https://animorepository.dlsu.edu.ph/etd_masteral/866; https://animorepository.dlsu.edu.ph/cgi/viewcontent.cgi?article=7704&context=etd_masteral
• Institution: De La Salle University

The study analyzes the relationship between faculty recruitment and reward systems and teaching competency. The researcher used the descriptive and normative survey methods. The method involved data gathering through the personal information sheet, interview and questionnaire. There were two instruments used in this study. The questionnaire on faculty recruitment and rewards was constructed by the researcher and was pre-tested to 12 teachers of St. Charles Academy. The other questionnaire was the Teacher Behavior Inventory (TBI) a standardized measurement for teaching effectiveness validated by Kendell Tang. The subjects of this study comprised thirteen (13) sister-principals, two hundred ninety-five (295) faculty members, and three thousand three hundred eighty-seven (3,387) students from the third and fourth years of the CFIC administered schools in school year 1980-1981. In the area of Faculty Recruitment, the study found out that the CFIC administered schools followed certain recruitment practices and selection procedures although it varied from one school to another. On Faculty Rewards, the schools studied followed faculty rewards policies both materially and non-materially although the provision varied from one school to the other. On Recruitment and Reward Policies According to the Teaching Competency Level of the Faculty, the better and the more consistently schools implemented selection procedures, the higher the teaching competency of the faculty. The more material and non-material rewards were given to faculty members, the more applicants were attracted to teach in the school. As per perception of students, the faculty members have poor performance in the Principles and Methods of Teaching. On the Relationship Between Faculty Recruitment and Reward Systems and Teaching Competency, there is a positive relationship between faculty recruitment and reward systems and teaching competency.