An Environmental Assessment of Community College Faculty Satisfaction.

Autor/in	Jackson, Sonja Peters
Titel	An Environmental Assessment of Community College Faculty Satisfaction.
Quelle	(2000), (128 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Dissertation; College Faculty; Community Colleges; Employer Employee Relationship; Full Time Faculty; Institutional Role; Job Satisfaction; Quality of Working Life; Two Year Colleges; Work Attitudes; Work Environment + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Fakultät; Community college; Community College; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Arbeitsqualität; Work attitude; Arbeitshaltung; Arbeitsmilieu
Abstract	The purpose of this study was to ascertain the perceptions and satisfaction levels of individuals employed as full-time teaching faculty at Polk Community College (PCC) (Florida), with regard to the environmental elements of formal influence, communication, collaboration, organizational structure, work design, and student focus. These elements were investigated to determine: (1) the current level of faculty satisfaction; (2) the extent to which perceptions differed among academic division affiliations; (3) the extent to which perceptions differed between campuses; and (4) the extent to which perceptions differed when gender, ethnicity, years at PCC, or level of education were considered. Surveys were distributed to 112 permanent faculty members; 96 surveys were returned, for a response rate of 85%. The author used the Personal Assessment of College Environment (PACE) survey instrument. Findings include: (1) the organizational structure scale measured the extent to which the organization supported the faculty--4% of faculty reported the system was coercive, 31% found the system competitive, 45% identified it as consultative, and 20% found it to be collaborative; and (2) the largest number of open-ended comments was within the topic category of formal influence--94% of the comments in this category indicated unfavorable perceptions of the PCC working environment. Faculty seemed to feel excluded from administrative decision-making and that their creativity was stifled. (NB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC