Effects of Technology, Professional Development, Administrative Support and Community College Faculty Career Preparation on Faculty's Job Satisfaction in a Mid-Atlantic Community College PDF Download

Author: Claire Smith (L.)
Publisher:
ISBN:
Category : Administrative Support
Languages : en
Pages : 116

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Author: Marie Ferguson
Publisher:
ISBN:
Category : Community college teachers
Languages : en
Pages : 155

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This quantitative causal comparative research study, guided by Herzberg's (1964) Two Factor Theory of Motivation, and conducted with 106 online adjunct faculty members teaching at a community college in a Southeastern state, examined the effects of four types of professional development (PD) training for online instruction (i.e., fully online, fully face-to-face, blended [online and face-to-face], and none) on online adjunct faculty members' levels of motivation and hygiene job satisfaction. Data were analyzed using two one-way MANCOVAs. The first one-way MANCOVA addressed the first research question, which inquired if there were significant differences across online instruction PD training groups on the motivation job satisfaction factors of general job satisfaction, recognition, and autonomy, controlling for online instruction self-efficacy and age. The second one-way MANCOVA addressed the second research question, which queried if there were significant differences across PD training groups on the hygiene job satisfaction factors of faculty support, salary, and teaching schedule, controlling for online instruction self-efficacy. Results from the first one-way MANCOVA showed that participants in the four online instruction PD training groups did not have significantly different levels of general job satisfaction, recognition and autonomy. Results from the second one-way MANCOVA were significant. Participants in the entirely online PD training group had a significantly lower mean faculty support score than did participants in the blended PD training group. Participants who had not received PD training for online instruction had a significantly lower mean teaching schedule score than did participants in the other three PD training groups.

Author: Russell Warren Howton
Publisher:
ISBN:
Category : Communication in education
Languages : en
Pages :

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The purpose of the study was to examine the relationship between selected demographic and educational variables of faculty members employed in the Alabama Community College System and their impact on job satisfaction. The variables included in the study are the demographic variables of age, gender, ethnicity, salary, and degree status, along with the institutional variables of academic ability of students, advancement in technology, faculty workload, tenure, co-worker relationship, administrative governance and support, and professional growth opportunities. This study was conducted to educate college administrators regarding faculty morale and to provide a means of communication between administrators and faculty to address faculty concerns, thus leading to a more stable learning environment for students. A survey research design was used to collect and analyze the data from faculty members at 10 community colleges within the state of Alabama. An instrument designed by the researcher entitled the Howton Community College Faculty Job Satisfaction Survey was used to collect the data using SurveyGizmo.com. The instrument was validated by a panel of experts and a pilot study determined the reliability coefficient to be .786. The data were analyzed through the use of descriptive statistics, factoral analysis, and analysis of variance (ANOVA). The findings of the study indicated a four scale structure for the created instrument which consisted of the following components: 1) administrative support and its affect on the personal life of faculty members; 2) obtaining tenure and the evaluation process; 3) technology in the classroom and training through professional development activities; and 4) relationship among colleagues. Results from ANOVA show that there were no between or within group differences among mean scores with regard to age, sex, ethnicity, salary, tenure status, or degree status. Examining measures of central tendencies revealed that over 20% of faculty members responded negatively with regard to satisfaction in the areas of academic ability of students, administrative support, professional development opportunities, and advancements in technology. However, 87% of faculty members responded favorably regarding their overall job satisfaction.

Author: Harrel Steven Freeman
Publisher:
ISBN:
Category : Community college teachers
Languages : en
Pages : 280

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This state-wide study involved full-time faculty members with four of fewer years of employment at the 16 colleges of the Kentucky Community and Technical College System. Full-time faculty members with four or fewer years of employment were surveyed. There were 226 (56.4%) respondents. Mooney (1989) expressed concern that possible faculty shortages would begin in the 1990s for community colleges. Monahan and Greene (1987) stated dissatisfaction with teaching assignments was found to be a significant predictor of early retirement among community college faculty. Smart (1989) contended job satisfaction correlated to faculty intentions to leave their current institutions. Miloshiff (1990) concluded most research throughout the last decade focused on faculty samples made up of undifferentiated two-year and four-year colleges and universities with limited research conducted specifically with community college faculties. Therefore, the problem of this study was to identify the impact of formal orientation, professional development activities, and annual evaluation processes on the overall job satisfaction level for Kentucky Community and Technical College System faculty with four or fewer years of employment. Demographics, such as gender, age, educational attainment, reasons for pursuing an academic career at community and technical colleges, size of institutions, and length of employment were analyzed. Gender ratio was about one-third male and two-thirds female. Respondents were evenly divided on years of employment, from one to four years. The highest number 60 (29.9%) were 50 to 59 years of age. Sixty-seven (30.2%) of respondents held Master's degrees and 53 (23.9%) held a Master's degree plus additional hours or certifications. Respondents were evenly distributed between teaching in a technical discipline and teaching in a transfer discipline. About one-third of the respondents indicated their campus size as 2,501--5,000 students. The largest percentage (49.1%) of respondents reported they chose employment at a community and technical college as a career goal. A large majority (89.5%) stated they were satisfied with their job. Participants rated all activities as important to very important to overall job satisfaction. However, no statistically significant relationships were found in the level of job satisfaction by the perceived value of selected professional services.

Author: Elizabeth Ann Grenn Franklin
Publisher:
ISBN:
Category :
Languages : en
Pages : 332

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Author: Matthew West
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 0

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This study explored the level of job satisfaction among a sample of Alabama community college faculty, particularly through the felt impact of COVID-related stressors, and when controlled by variables of faculty age, gender, race, subject discipline, and college locale. These research aims are important because while community college enrollments have increased, retaining qualified faculty continues to prove difficult amidst baby boomer retirements or faculty leaving the profession altogether. Like the Alabama teacher shortage in K-12 education, an abrupt decline has also occurred among two-year college faculty, making it vitally important to identify key sources of job satisfaction to maximize or job dissatisfaction to minimize. Using a quantitative approach, a Qualtrics survey incorporating the Wood's (1973) job satisfaction questionnaire was used to collect data on 216 full-time faculty representing seven colleges in the central region of Alabama.Respondents reported the highest level of satisfaction on the dimension the work itself with a mean score of 5.18 (SD = 0.90) and the lowest level on the dimension of policy and administration with a mean score of 3.68 (SD = 1.04). COVID work stressors, COVID-related student stressors, and COVID-motivated career change considerations significantly predicted global job satisfaction, explaining 36% of the variance. Analyses showed no direct association between differences in individual characteristics - gender, race, discipline, age, college locale - and job satisfaction. COVID, students, and administration emerged as important themes explaining job satisfaction and dissatisfaction.The evidence from this study suggests that despite the average faculty member reporting they were slightly satisfied with their job nearly three years after the pandemic's outbreak, COVID-related problems continue to be a concern for both students and faculty. The pandemic exacerbated many pre-existing issues in faculty work with regard to student unpreparedness and administrative oversight, leading to over a third of faculty in this sample considering a career change. In general, however, these results suggest that even in a time of educational budget shortfalls, cost-effective organizational changes can still be made to improve faculty morale overall, retain instructors for the long term, and improve the success of students in the Alabama community college.

Author: Dale George Konicek
Publisher:
ISBN:
Category : Business education
Languages : en
Pages : 340

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Author: Laura Pateri Bryant
Publisher:
ISBN:
Category :
Languages : en
Pages : 0

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Author: Alketa Wojcik
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ISBN:
Category :
Languages : en
Pages : 0

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Studies have sounded the alarm concerning the impending void of leadership that community colleges will face in the 21st century. One concern is that the pool of applicants from the traditional leadership pathway of existing community college faculty members has decreased dramatically in the past decade. This study explored faculty perceptions of the administration positions in California community colleges and their desire and willingness to step into these roles. The study also looked at the impact of the underlying issues associated with the motivation for life-work balance on the likelihood of community college faculty to apply for administrative positions. This study was conducted through a mixed-method design involving quantitative and qualitative data collection. A survey was sent to all tenured and tenure-track faculty at community colleges in San Diego County, California. There were 341 participants who completed the survey, yielding a response rate of 22.7%. The first research question sought to explore faculty's perceptions of the administration positions at California community colleges and their desire to step into those roles. Three themes emerged in analyzing the responses of why faculty consider going into administration: (1) improve the system or college; make a difference, (2) personal growth and challenge, and (3) salary and/or benefits. In addition, five main themes emerged from reasons why faculty would not consider jumping into administration: (1) workload, stress, and lack of flexibility for family time; (2) lack of job satisfaction due to bureaucracy, incompetent colleagues, or system; (3) love of teaching and profession; (4) lack of job security; and (5) going to the "dark" side. The second research question sought to explore to what extent motivators for life-work balance affect the decision of California community college faculty to leap to administration. The motivators for life-work balance do influence the faculty in the decision to jump into administration; however, there was no significant difference between Generation X and the baby boom generation's belief in achieving the balance. The study concludes with recommendations to community college administrators, board of trustees and faculty

Author: David Gomez
Publisher:
ISBN:
Category : Community colleges
Languages : en
Pages : 462

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