The Effects of Professional Development on Online Adjunct Faculty
Total Page:16
File Type:pdf, Size:1020Kb
THE EFFECTS OF PROFESSIONAL DEVELOPMENT ON ONLINE ADJUNCT FACULTY JOB SATISFACTION IN A COMMUNITY COLLEGE SETTING by Marie Collins Ferguson Liberty University A Dissertation Presented in Partial Fulfillment Of the Requirements for the Degree Doctor of Education Liberty University 2015 2 THE EFFECTS OF PROFESSIONAL DEVELOPMENT ON ONLINE ADJUNCT FACULTY JOB SATISFACTION IN A COMMUNITY COLLEGE SETTING by Marie Collins Ferguson A Dissertation Presented in Partial Fulfillment Of the Requirements for the Degree Doctor of Education Liberty University, Lynchburg, VA 2015 APPROVED BY: Mark Lamport, Ph.D., Committee Chair Ralph Marino, Jr., Ed. D., Committee Member David Barton, Ph.D., Committee Member Scott Watson, PhD., Associate Dean, Advanced Programs 3 ABSTRACT This quantitative causal comparative research study, guided by Herzberg’s (1964) Two Factor Theory of Motivation, and conducted with 106 online adjunct faculty members teaching at a community college in a Southeastern state, examined the effects of four types of professional development (PD) training for online instruction (i.e., fully online, fully face-to-face, blended [online and face-to-face], and none) on online adjunct faculty members’ levels of motivation and hygiene job satisfaction. Data were analyzed using two one-way MANCOVAs. The first one- way MANCOVA addressed the first research question, which inquired if there were significant differences across online instruction PD training groups on the motivation job satisfaction factors of general job satisfaction, recognition, and autonomy, controlling for online instruction self- efficacy and age. The second one-way MANCOVA addressed the second research question, which queried if there were significant differences across PD training groups on the hygiene job satisfaction factors of faculty support, salary, and teaching schedule, controlling for online instruction self-efficacy. Results from the first one-way MANCOVA showed that participants in the four online instruction PD training groups did not have significantly different levels of general job satisfaction, recognition and autonomy. Results from the second one-way MANCOVA were significant. Participants in the entirely online PD training group had a significantly lower mean faculty support score than did participants in the blended PD training group. Participants who had not received PD training for online instruction had a significantly lower mean teaching schedule score than did participants in the other three PD training groups. Keywords: professional development, online adjunct faculty, job satisfaction, Herzberg’s theory of motivation, community college 4 Dedication I dedicate this work to my amazing family. My daughter, Ashley, has always been the wind beneath my wings and my inspiration. To my son-in-law, Eric, thank you for holding things together during this process. Thank you my innocent and handsome grandson, Weston, for understanding why I was limited with time and for always reminding me love and laughter are the purpose of life. 5 Acknowledgements First and foremost I would like to thank God for giving me the power to believe in myself and pursue my dreams. I would like to acknowledge several individuals for making a difference during this journey. Dr. Mark Lamport, my chair, along with Dr. Ralph Marino and Dr. David Barton, made up my wonderful dissertation committee. My deepest appreciation goes out to my Dissertation Chair, Dr. Mark Lamport. My first class at Liberty University three years ago with Dr. Lamport was the beginning of a whirlwind of exploration guided by a strong commitment to learning, helpful feedback, perceptive suggestions, and encouragement in the kindest and professional manner imaginable. I am sincerely honored to have started this process with him and finished this process with him serving as my chair. I would like to thank Dr. Ben P. Dillard, III, President of my research site, for his support and suggestions during this dissertation process and Dr. Suresh Tiwari, Vice President of Academic Affairs of my research site, for his support during the data gathering. I would also like to thank the faculty who volunteered to participate in this study. Their willingness to participate made this study possible. Yvette Thomas, my classmate and friend, thank you for your encouragement, you never let me get derailed by the roadblocks. I would like to extend my sincere appreciation to Dr. Laura Plybon for her assistance and professional guidance during this study. I owe my success in this program to my friend and colleague, Cynthia Richardson, the other half of my brain. This dissertation would not have been possible without her unfailing support and encouragement. 6 Table of Contents ABSTRACT ..................................................................................................................................... 3 Dedication ................................................................................................................................... 4 Acknowledgements ..................................................................................................................... 5 List of Tables ............................................................................................................................. 10 List of Figures ........................................................................................................................... 12 List of Abbreviations ................................................................................................................. 13 CHAPTER ONE: INTRODUCTION ............................................................................................ 14 Introduction ............................................................................................................................... 14 Background ............................................................................................................................... 17 Problem Statement .................................................................................................................... 22 Purpose Statement ..................................................................................................................... 23 Significance of the Study .......................................................................................................... 24 Research Questions ................................................................................................................... 24 Null Hypotheses ........................................................................................................................ 27 Identification of Variables ......................................................................................................... 30 Definitions ................................................................................................................................. 30 Research Summary .................................................................................................................... 31 Assumptions .............................................................................................................................. 32 7 Limitations ................................................................................................................................ 33 CHAPTER TWO: REVIEW OF THE LITERATURE.................................................................. 34 Introduction ............................................................................................................................... 34 Theoretical Framework ............................................................................................................. 34 Theory of Motivation............................................................................................................. 34 Review of the Literature ............................................................................................................ 39 Online Classes ........................................................................................................................... 39 21st Century Learners ................................................................................................................ 43 Technology Integration ............................................................................................................. 46 Online Students ......................................................................................................................... 48 Online Enrollment ..................................................................................................................... 52 Online Adjuncts......................................................................................................................... 54 Professional Development......................................................................................................... 56 Job Satisfaction ......................................................................................................................... 59 Summary ................................................................................................................................... 62 CHAPTER THREE: METHODOLOGY ....................................................................................... 64 Design........................................................................................................................................ 64 Research