Teaching Competencies of Criminology Professors in The Province of Albay: A Basis for Enhancing Instructional Strategies

Abstract

This research evaluates the teaching competencies of criminology professors in the Province of Albay to inform the enhancement of instructional strategies. Utilizing a descriptive-correlational quantitative design, the study collected data from 98 faculty members and 384 fourth-year students across nine CHED-recognized institutions. Analysis included frequency counts, weighted means, Spearman’s Footrule, and independent-samples t-tests to examine competency levels across five domains: professional knowledge, pedagogical skills, interpersonal skills, ethical conduct, and classroom management. Findings reveal a significant perceptual gap: while professors generally perceive themselves as Highly Competent M=3.58, students assess them as only Competent M=2.96. Identified weaknesses include limited research integration WM=2.90, technological proficiency WM=2.87, and insufficient active listening WM=2.64. Statistical testing confirms that educational attainment t=3.58 and teaching experience t=2.18 significantly correlate with competency, whereas age and seminar attendance do not. Although a moderate positive relationship exists in the rank-order of priorities between groups rho=+0.60, a discrepancy in the intensity of perceived effectiveness remains. To bridge this gap, the study proposes a Strategic Framework for Instructional Excellence funded by an annual faculty allocation. Proposed strategies include structured faculty mentorship, technology-focused TPACK workshops, the integration of research-based case studies, and reflective peer-review sessions. These aim to align faculty self-perceptions with student-centered pedagogical needs and improve licensure examination performance.