Universities play an integral role in realizing community development programs and projects. Thus, this study aimed to assess the level of engagement of faculty members in community development and to identify the challenges they encountered when participating, contributing, and managing extension activities. This study employed the descriptive correlational design, with 108 faculty members participating in the study. Statistical methods such as one-way analysis of variance (ANOVA), Pearson’s correlation, and the chi-square test of independence were used to test the hypotheses of the study. The results showed that faculty members expressed a strong desire to engage in activities that improve the local community’s technical skills and leadership abilities, emphasizing addressing real-world problems, supporting personal growth, as well as literacy programs for out-of-school youth and adults, including livelihood development and entrepreneurship. Moreover, they expressed their eagerness to actively participate in environmental and sustainability programs and projects. The biggest challenge commonly faced by faculty members in community development activities was the lack of incentives, emphasizing the importance of recognition and rewards. Statistically, a significant difference was found between gender, age, academic rank, and years in service to the level of engagement and a substantial relationship between faculty level of engagement and challenges encountered. Continuous professional development for faculty members must be provided to enhance their readiness for community engagement, acknowledging differences based on gender, age, academic rank, and years in service. Likewise, collaborative research between faculty and students should be encouraged for community sustainable development, and policies should be formulated to enhance the effectiveness and inclusivity of extension programs.
Cabaguing et al. (Wed,) studied this question.