Foreign Language Programs and Foreign Language Program Administrators: Results of a Survey.

Autor/in	Cardenas, Karen Hardy
Titel	Foreign Language Programs and Foreign Language Program Administrators: Results of a Survey.
Quelle	(1988), (32 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Administrator Attitudes; Administrator Role; College Faculty; Department Heads; Educational Quality; Graduate Study; Higher Education; Language Enrollment; Language Teachers; Morale; Program Development; Resource Allocation; Salary Wage Differentials; Second Language Programs; Teacher Administrator Relationship; Teacher Attitudes; Teacher Salaries; Teacher Supply and Demand; Undergraduate Study + Suchen Sie Ihr Suchwort? Fakultät; Quality of education; Bildungsqualität; Aufbaustudium; Graduiertenstudium; Hauptstudium; Hochschulbildung; Hochschulsystem; Hochschulwesen; Language teacher; Sprachunterricht; Moral; Programmplanung; Ressourcenallokation; Lehrerverhalten; Lehrerbesoldung; Lehrervergütung; Lehrerbedarf; Grundstudium
Abstract	A survey of 1,027 chairpersons of foreign language departments in all Central States region two- and four-year colleges reveals encouraging news about the state of foreign language programs as perceived by administrators, but mixed results regarding issues affecting faculty and administrators. Respondents (N=304) expressed a high degree of satisfaction with their programs' quality, growth in enrollments and undergraduate and graduate majors, a projected upswing in faculty hiring, and the fairness of program resource allocation. Dissatisfaction was shown with levels of funding and faculty salary distribution. Most felt that market-driven salary formulas were not beneficial to their departments, and a smaller number felt that the formulas had lowered faculty morale; most, however, felt that faculty morale was generally good. Respondents seemed less concerned with salary differentials within their institutions than with differences between institutions. The findings concerning the department chair are less positive. While most administrators found satisfactions in their role, most felt they had increasing responsibility but less power. The greatest frustrations appear to be in lack of time for teaching and research, motivating unproductive faculty, accurately evaluating teaching, budgeting, locating and hiring part-time faculty, and handling faculty discontent. (Complete survey results are presented in tabular form at the end of the paper.) (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01