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| Autor/inn/en | Marasi, Shelly; Jones, Brian; Parker, Janna M. |
|---|---|
| Titel | Faculty Satisfaction with Online Teaching: A Comprehensive Study with American Faculty |
| Quelle | In: Studies in Higher Education, 47 (2022) 3, S.513-525 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0307-5079 |
| DOI | 10.1080/03075079.2020.1767050 |
| Schlagwörter | Teacher Attitudes; Job Satisfaction; Online Courses; Educational Technology; Technology Uses in Education; College Faculty; Public Colleges; Teaching Conditions; Teacher Characteristics; Teacher Motivation; Social Influences; COVID-19; Pandemics |
| Abstract | The purpose of this research is to combine and extend the literature to determine which and to what extent various job-related factors influence faculty satisfaction with online teaching. A preliminary investigation was conducted to identify job-related factors that influence faculty satisfaction. An analytical study comprised of higher education faculty across the US was conducted for analyses. Herzberg's two-factor theory is used as the framework for the factors being motivators or hygienes. An exploratory factor analysis was performed to identify the job-related factors based on the items determined from the preliminary investigation. Hierarchical linear regressions were conducted to determine the job-related factors' influence on faculty satisfaction with online teaching. Crosstabulations were conducted for the item involving whether faculty are more satisfied with many or minimal interactions/relationships with students. The results indicate that most of the job-related factors significantly influence faculty satisfaction with online teaching. Overall, faculty are satisfied with online teaching. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2022/4/11 |
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