Faculty Development as a Mediator Between Institutional Support and Teaching Performance: A Mixed Methods Study

Institutional support significantly boosts teaching performance, with faculty development programs serving as a vital link in this relationship. This mixed-methods study examined the mediating role of faculty development programs (FDPs) in the relationship between institutional support and faculty teaching performance at a higher education institution in Mindanao, Philippines. Using an explanatory sequential design, data were gathered from 248 faculty members selected through stratified random sampling to assess institutional support, FDP participation, and teaching performance, as well as from 28 ranked faculty members selected through purposive sampling. Quantitative data were analyzed using Jamovi software, while qualitative data underwent thematic analysis using HyperResearch software. Results showed strong institutional support in areas such as resource management, professional development, and mentorship. Faculty members actively engaged in FDPs and applied their learning in teaching, although the perceived impact on career advancement was limited, as many held lower academic ranks. The faculty generally had very satisfactory teaching performance, with more experienced faculty members performing better. Mentorship emerged as a key predictor of teaching effectiveness. Mediation analysis confirmed that FDPs partially mediated the relationship between institutional support and teaching performance. Qualitative findings reinforced these results, with ranked faculty describing themselves as knowledgeable, innovative, and effective educators who foster student-centered learning. Institutional support, particularly through FDPs and mentorship, is crucial for enhancing faculty performance. Institutions may strengthen structured mentorship, clarify promotion pathways, and invest in continuous development opportunities to enhance faculty growth and teaching excellence.