| Summary: | The faculty development program (FDP) has been viewed as a mechanism to develop efficacy among young faculty members, improving their teaching, research, and counseling quality. The study aims to compare participant and non-participant faculty members' efficacy in course curriculum development, teaching, assessments, research, and counseling, including technology adoption.Seven hypotheses were developed, assuming significant efficacy differences between participants and non-participants in FDPs. The research tools used in this study have been adopted in other well-known investigations. The researcher surveyed 193 young faculty members at public and private universities. A two-step data collection process was used, where we started with convenience sampling and, subsequently, the snowball method. The independent sample t-test was conducted to find the mean differences between the participants and non-participants in the FDP programs. The study found that teachersrs who participated in the professional FDP performed their professions more effectively than those who did not.The findings may help policymakers create university policies. Besides, the study would make a significant contribution to the literature. The study suggests that future FDP programs should focus on teaching faculties how to create curriculum and materials and how to evaluate students. This would help faculties develop more efficacy and be better at their jobs. Further research is needed to address the study's weaknesses.
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