Bridging Gaps in Faculty Growth: A Faculty Needs Assessment

Continuous professional development (CPD) is vital for maintaining high instructional standards and fostering faculty growth in higher education. This study assessed the personal and professional development needs, preferred learning modalities, career aspirations, and support requirements of teaching faculty at Aldersgate College Inc. during Academic Year 2024–2025. Using a descriptive-survey design, the study gathered data from a total sample of 101 teaching faculty members across basic education and tertiary academic departments. Results indicated high baseline proficiency across core skills, with respondents rating themselves as Extremely Confident in Teamwork (m = 4.29) and Technical Skills (m = 4.24). However, priority growth areas centered on non-academic competencies, led by Work-Life Balance (53.5%), Communication Skills (43.6%), and Strategic Management (42.6%). Respondents strongly preferred interactive, face-to-face learning modalities, particularly in-person workshops (76.2%) and conference attendance (59.4%). Regarding career growth, Department Head (53.5%) emerged as the top administrative aspiration, with faculty emphasizing an urgent need for institutional scholarship support to complete Master’s (76.2%) and Doctorate degrees (33.7%). While awareness of existing college development opportunities was moderate (60.4%), satisfaction with personal growth offerings (31.7%) and access to online resources and external conferences (12.9%) were low. Analytical trends revealed an inverse relationship between competency proficiency and growth priorities, along with distinct differences between basic education and higher education faculties. The study recommends expanding faculty scholarship programs, offering holistic non-academic workshops, funding external conference participation, and implementing structured mentorship tracks.