FACULTY ENGAGEMENT IN THEIR TEACHING, RESEARCH, AND INSTITUTIONAL SERVICES: A HIERARCHY COMPARISON AMONG FACULTY MEMBERS

Abstract

This study aimed to examine faculty engagement in teaching, research, and institutional services, and to compare the level of engagement across different academic designations in public sector universities of Khyber Pakhtunkhwa, Pakistan. A quantitative approach was adopted using a descriptive survey design. Data were collected from a sample of 320 faculty members selected through multistage and stratified random sampling techniques from six public universities. A structured questionnaire was developed to assess faculty engagement across three domains teaching, research, and institutional services focusing on key dimensions of willingness, readiness, and pride. The collected data were analyzed using descriptive statistics, including mean scores and percentages, as well as inferential techniques such as t-tests and ANOVA. The findings revealed that faculty members demonstrated a high level of engagement in all three domains, with relatively stronger engagement observed in teaching and institutional services. No significant differences were found among faculty members of different designations in teaching and service engagement. However, significant differences emerged in research engagement, particularly between lecturers and associate professors, indicating the influence of academic rank and access to research opportunities. The study highlights the existence of a hierarchical pattern in faculty engagement, especially in research activities, and emphasizes the need for institutional support to enhance balanced engagement across all academic roles. The study contributes to the understanding of faculty engagement in the context of higher education in Pakistan and provides insights for policymakers and academic administrators to improve faculty performance and institutional effectiveness.