Faculty at Work: Focus on Teaching

Within the framework of cognitive motivation theory, selected personal and environmental motivational variables for faculty in English, chemistry, and psychology from community colleges, comprehensive colleges and universities, and research universities were regressed against faculty allocation of w...

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Bibliographic Details
Published in:Research in higher education 1991-08, Vol.32 (4), p.363-383
Main Authors: Blackburn, Robert T., Lawrence, Janet H., Bieber, Jeffery P., Trautvetter, Lois
Format: Article
Language:English
Subjects:
Academic motivation
Chemistry
Cognitive Psychology
College Faculty
College Instruction
Colleges
Community Colleges
Educational research
English
Environmental education
Faculty Workload
Higher Education
Institutional Research
Intellectual Disciplines
Psychology
Research Universities
Self efficacy
Statistical variance
Teacher Characteristics
Teacher Motivation
Teacher Role
Two year colleges
Universities
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Summary:Within the framework of cognitive motivation theory, selected personal and environmental motivational variables for faculty in English, chemistry, and psychology from community colleges, comprehensive colleges and universities, and research universities were regressed against faculty allocation of work effort given to teaching. The data came from a 1988 national survey. Gender (sociodemographic); quality of graduate school attended, career age, and rank (career); self-competence, self-efficacy, institutional commitment, personal interest in teaching, and percent time preferred to give to teaching (self-valuations); and institutional preference, consensus and support, and colleague commitment to teaching (perception of the environment) were entered into regressions. R² were generally strong (.86 for community college chemists) and significant. For all institutional types, self-valuation and perception of the environment motivators significantly accounted for the explained variance whereas sociodemographic and career variables did not.
ISSN:0361-0365
1573-188X
DOI:10.1007/BF00992182