RESEARCH

ABSTRACT

 This study looked at how students thought about the work ideals and classroom practices of faculty members in the College of Arts and Sciences (CAS). The goal was to help create a faculty development framework that improves both character and competence. Using a descriptive research methodology, data were collected from students who filled out a validated questionnaire about forty (40) faculty members during the 2020-2021 school year. The results showed most of the faculty members were women, had master’s degrees, and got good performance evaluations.  The highest mean scores for the nine work values were for being fair, loyal, and hard-working. This shows that the values are very similar to each other. In general, faculty members consistently followed fundamental work values. However, there were big disparities when they were classified by gender and teaching performance, but not by highest level of education. Based on these results, a values-based faculty development program was suggested to strengthen professional values including justice, loyalty, hard work, and others through reflective, collaborative, and gender-sensitive methods. The program aims to improve moral behavior, make lessons more successful, and encourage teachers to consider themselves as people who value honesty and putting students first.

KEYWORDS

Work values, Classroom practices, Faculty development, Competence, Character, Higher education, Teacher ethics

CITATION

Hermogenes, M. C., Magistrado, I. B., & Padama, E. L. (2025). WORK VALUES AND CLASSROOM PRACTICES OF CAS FACULTY: PROSPECT FOR FACULTY DEVELOPMENT PROGRAM. GET INTERNATIONAL RESEARCH JOURNAL, 3(3), 18–25. https://doi.org/10.5281/zenodo.17007214
https://doi.org/10.5281/zenodo.17007214