Literaturnachweis - Detailanzeige
| Autor/in | Nagle, Tonya |
|---|---|
| Titel | Adjunct Faculty Job Satisfaction in California Community Colleges: A Narrative Inquiry |
| Quelle | (2016), (127 Seiten)
PDF als Volltext kostenfreie Datei Ph.D. Dissertation, University of Phoenix |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Hochschulschrift; Dissertation; Adjunct Faculty; College Faculty; Job Satisfaction; Community Colleges; Mentors; Equal Education; Teaching Conditions; Teacher Salaries; Fringe Benefits; Faculty Promotion; Data Analysis; Semi Structured Interviews; Qualitative Research; California |
| Abstract | The problem addressed in the qualitative narrative inquiry is the perceived level of adjunct faculty job satisfaction. The general problem is the inconclusive and contradictory information on job satisfaction for adjuncts nationwide. The specific problem is poor job satisfaction for adjunct faculty in California where adjuncts are 48% of the teaching population (CCCCO, 2014). The narrative inquiry method was used to document the lived experiences of six California community college adjunct faculty members who facilitated at least one course during the physical year of 2015. The central or overarching questions for the narrative inquiry research study are: How does adjunct professors' perceptions of having a mentor(s) have an influence on their job satisfaction, how does adjunct professors' perceptions of equity and access impact their job satisfaction, and how can the college leaders in the California community college system improve adjunct faculty job satisfaction? Four common themes emerged from the narrative inquiries. The four themes are pay and benefits, mentor experiences, student experiences, and work conditions. Recommendations include providing transparency for adjunct faculty roles, responsibilities, and realistic projections for advancement. A suggestion for future research includes duplication of this study via an electronic platform to allow for contribution from participants across the nation. Additional suggestions include duplicating this research in other states. (As Provided). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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