The assessment of competencies is aimed to help teachers in demonstrating the key behaviors and to discuss the strengths and improvements to guide them in enhancing their professional development. This descriptive study aims to assess the functional and research competencies that can determine faculty members' knowledge and skills. The authors used a faculty training needs survey form adapted from Ulrich and Dash (2013) which included a 5-level checklist and a 5-point Likert scale regarding the competencies acquired by the faculty members and was made through Google Forms. Thirty-five (35) faculty members of St. Dominic College of Asia from different schools in the Higher Education Department have responded to the faculty training needs survey. Based on the findings, most of the teachers have manifested the functional and research competencies required for their teaching and practice, although their functional competencies have majorly reached either on the first or second levels. Meanwhile, the research competencies have respective ratings of 4.20, 4.21, and 4.41 in scientific research competencies, project and team management skills, and personal aptitudes, which make a positive impact to the teachers. It was also revealed that instructional material development was extended up to the fifth level, wherein teachers even sought feedback from their students, peers, and administrators through observation, conservation, or written evaluations in developing and evaluating resources that can be taught in a certain course, which is a good indication of their engagement towards individuals. The study suggested that faculty members must continue their development through attending research seminars and conference trainings that may be applicable to their specific fields. Future researchers should conduct a correlation study regarding the functional and research competencies, as well as a qualitative approach for the opinions on the effectiveness of these competencies.