Instructional Capability, Performance and Job Satisfaction Among Entrepreneurship Faculty

This study determined the instructional capability, performance, and job satisfaction among entrepreneurship faculty in State Universities and Colleges (SUCs) across Panay Island, Philippines, during Academic Year 2025- 2026. A total of 107 faculty members from six SUCs participated. Data were gathered through a validated questionnaire on faculty profile, instructional capability, and job satisfaction, while performance ratings were obtained from the Individual Performance Commitment and Review Form (IPCRF). Using a descriptive correlational design, the study employed frequency count, percentage, mean, Mann-Whitney U Test, Kruskal-Wallis H Test, and Spearman’s rho at a 0.05 level of significance. Results indicated that faculty demonstrated Very High instructional capability, Very Satisfactory performance and Very High job satisfaction. Significant differences in instructional capability and job satisfaction were observed by age, length of service, and academic rank, but not by sex and educational attainment. Faculty performance remained consistent across classifications. Correlational analysis revealed that instructional capability and performance were not significantly related; however, both were positively associated with job satisfaction. Recommendations include enhancing faculty development programs, strengthening institutional support systems, implementing recognition and incentive mechanisms, and fostering innovation and mentoring. These measures aim to sustain high instructional capability, effective performance, and professional fulfillment among entrepreneurship faculty in SUCs.