Exploring the Higher Education Faculty’s Performance Evaluation: A Confirmatory Factor Analysis

Abstract

Establishing standards in evaluating Higher Education Faculty ensures fairness, consistency, and effectiveness in Lourdes College’s academic and human resource processes. This study empirically validated the evaluation instrument used for assessing faculty performance. The instrument originally had six standards with 43 indicators and was tested on 130 faculty members across programs. To address the limited sample size, 5000 bootstrapping resamples were employed to improve stability and reliability. Confirmatory Factor Analysis results showed an acceptable model fit based on CFI, RMSEA, PClose, Cmin/df, and SRMR. After analysis, 26 indicators remained. Findings confirm that the standards demonstrating core values of faith, excellence, and service; communicating the school’s philosophy, vision, mission, goals, and objectives; applying the RVM Pedagogy; demonstrating effective communication; creating and maintaining productive learning environments; and assessing and adapting instruction are valid measures for evaluating higher education faculty performance.