A Preliminary Study Investigating Motivational Factors Influencing Part-time Faculty to Seek Employment at Community Colleges
Date of Award
Doctor of Philosophy (PhD)
Educational Foundations & Leadership
Dana D. Burnett
Mitchell R. Williams
Tisha M. Paredes
Daniel W. Lufkin
The purpose of this qualitative study was to discover the motivational factors influencing part-time faculty employment within the community college through the perspective of the part-time faculty. The study was guided by the question “What are the motivational factors given by part-time faculty for seeking employment at the community college?” Further, the study examined these motivational factors for differences influenced by ages, gender, and employment status. A survey was distributed to a random sample of part-time faculty members at a community college in the Southeastern United States. Participants were asked to respond to some categorical demographic questions and scaler questions to determine satisfaction levels. Three open-ended question were presented to obtain information identifying the motivational factors leading to part-time employment at the community college. The results showed part-time faculty to be motivated to work within their discipline, work with students, and achieve personal satisfaction. The study confirmed a consensus of the literature findings towards dissatisfaction with wages, support, professional development, and collegial relationships. The results of the study revealed a highly motivated part-time faculty willing to engage students even in perceived less than favorable working conditions. This study warrants replication with a larger number of colleges representing different demographics. The results may provide administrators with the suggestions that may improve these working conditions.
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Pons, Philip E..
"A Preliminary Study Investigating Motivational Factors Influencing Part-time Faculty to Seek Employment at Community Colleges"
(2015). Doctor of Philosophy (PhD), Dissertation, Educational Foundations & Leadership, Old Dominion University, DOI: 10.25777/7nzs-eb83
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