Perceptual Motivation and Involvement of Faculty towards Community Extension

Abstract

It is through the execution of pertinent extension initiatives that Higher Education Institutions (HEIs) contribute significantly to the growth of the communities. The study looked into the institutional, personal, and professional motivations, involvement, and challenges of college faculty toward the conduct of community extension activities. Descriptive research was employed in the study which included a survey questionnaire. The study used convenience sampling from the college faculty of Cavite State University – Silang, Campus, Cavite Philippines. The respondents concurred that the most pertinent institutional motivations for participating in community extension were achieving university accreditation and improving the school's standing.  It was also found that the professional motivations of faculty were to get excellent remarks in the Individual Performance Commitment Review (IPCR) and believed that their engagement in community extension would be significant to their promotion. Their participation in initiatives for gender and development (GAD) and skill development was evident. However, it was discovered that, based on experience, the lack of time for carrying out extension activities was identified and they perceived that the lack of interest in extension thrusts and priorities might be a problem. It is noteworthy how hard college faculty members work to participate in the various campus-wide extension programs. However, it must be ingrained that community initiatives function best when self-support, self-reliant, and self-sustaining principles are followed as a way to empower the clientele. The findings will help school administrators review their community extension policies and make decisions that are in line with the goals of the university.