Work-Life Balance and the Perceived Value of Rewards When Faculty Consider Promotions in Administration

Autor/in	Waldrip, Judi Slaughter
Titel	Work-Life Balance and the Perceived Value of Rewards When Faculty Consider Promotions in Administration
Quelle	(2023), (94 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, The University of Memphis
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3794-2621-7
Schlagwörter	Hochschulschrift; Dissertation; College Faculty; Family Work Relationship; Faculty Promotion; Attitudes; Rewards; Age; Opportunities; Gender Differences + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Fakultät; Attitude; Einstellung; Verhalten; Reward; Belohnung; Alter; Lebensalter; Möglichkeit; Geschlechterkonflikt
Abstract	The purpose of this study was to examine the relationship between work-life balance and faculty perceptions of promotions in academia using Vroom's (1964) Expectancy Theory of Motivation as the theoretical framework. The study was conducted at two universities in the Southeast, and all faculty were invited to participate in an online survey. Multiple regression analysis was used to test three hypotheses relating to expectancy, instrumentality, and valence. These three factors were used for the dependent variables. The same independent variables were used for each regression model, and they included age, gender, tenure status, marital status, children under the age of 18 living in the household, and academic rank. The regression model for expectancy was not statistically significant. The model for instrumentality was statistically significant, and the data suggested that as individuals get older, their perception for advancement opportunities decline. Instructors were less likely to perceive opportunities for advancement than professors. The regression model for valence was also statistically significant, and the results suggested that females valued rewards more than non-female participants. Although, the regression models for instrumentality and valence were statistically significant, the independent variables explained a small percentage of the variability in the dependent variable. These results suggest that other elements account for faculty expectations for work improvement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01