Reflective Teaching, Self-Efficacy and Research Practices among CvSU Naic Faculty Members: Basis for Capability Enhancement Programs

Abstract

This study investigates the interrelationships among reflective teaching, self-efficacy, and research practices among faculty members of Cavite State University Naic (CvSU Naic), with the goal of informing faculty development programs. Employing a mixed-methods design, the research integrates quantitative and qualitative data to analyze faculty perceptions and professional experiences. Findings reveal a significant positive correlation between reflective teaching and self-efficacy, both of which contribute to increased research engagement. Faculty members who regularly engage in reflective teaching exhibit higher self-efficacy, which in turn enhances scholarly productivity. Among the demographic variables analyzed, age significantly predicted self-efficacy, suggesting that confidence in teaching grows with experience; however, academic rank, employment status, and other factors showed no significant effects. These insights highlight the importance of institutional support systems—such as structured reflection and research mentorship—in fostering a culture of pedagogical innovation and scholarship. The study advocates for targeted faculty development initiatives that support continuous professional growth and excellence across all ranks. Future studies could adopt longitudinal and in-depth qualitative approaches to further explore the development of faculty self-efficacy and research involvement over time.