The objective of the study was to demonstrate whether Huberman?s teaching career cycle model can shed similar insights when used in Camiguin Polytechnic State College, whose context and setting is very different from the one used in the original study. In particular, the study attempted to find out whether academic productiveness was associated with the stages as indicated in Huberman?s teaching career cycle model. A survey design was used with a 132 faculty and staff as respondents. The findings have shown that academic productiveness was significantly associated with the stages in the teaching career cycle model in the context and settings of Camiguin Polytechnic State College. On that note, the higher a faculty goes through the stages the more academically productive they are in which the highest odds is that of faculty in the serenity stage. Hence, the findings demonstrated that though this study was conducted in a setting and context very different from that of the original, indeed, academic productiveness was significantly associated with the Huberman teaching cycle model, which meant that for this particular setting and context, the Huberman model demonstrated its appeal and potential. On this basis, there is a need to take seriously the significance of the Huberman teaching career cycle model particularly for school administrator as they come up with decision and formulate policies and programs that have significant bearing to faculty?s academic productiveness in the realm of research and development.

teaching career cycle

academic productiveness