Award Date

8-1-2020

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Educational Psychology & Higher Education

First Committee Member

Vicki Rosser

Second Committee Member

Harsha Perera

Third Committee Member

Nathan Slife

Fourth Committee Member

Shaoan Zhang

Number of Pages

241

Abstract

Hiring part-time faculty in higher education is beneficial for both institutions and the part-time faculty member. Particularly during times of budget cuts, institutions turn to part-time faculty. However, it is important for institutions to create a positive working environment for part-time faculty in order to ensure that the use of part-time faculty does not create adverse effects on student learning and institutions can retain their faculty as either part-time or assist in their transition into full-time teaching positions. Using the conceptual frameworks of role conflict and ambiguity, working conditions, morale, job satisfaction, and intent to leave, this study aimed to examine how these conceptual constructs relate in order to better understand what aspects explain part-time faculty turnover intentions. This study used survey data collected from part-time faculty within the same regional higher education system. The data were analyzed using descriptive statistics, confirmatory factor analysis, structural equation modeling, multivariate analysis of variance, and multiple group confirmatory factor analysis. From the analyses, the results defined and measured the constructs of working conditions, role conflict and ambiguity, morale, job satisfaction, and intent to leave. The results identified the direct effects of role conflict and ambiguity, and job satisfaction on intent to leave; as well as, indirect effects of morale, institutional relations, and teaching workload on intent to leave. Finally, the results identified latent mean differences among the categories of part-time faculty, their teaching disciplines, those with outside teaching employment, and those who preferred full-time teaching over part-time teaching. From the analyses of part-time faculty working conditions, role conflict and ambiguity, morale, job satisfaction, and intent to leave, it was identified that institutions should focus on support, collegiality, and respect in order to accommodate this large workforce and improve the benefits of all involved: faculty members, institutions, and students

Keywords

Adjunct faculty; Intent to leave; Job satisfaction; Morale; Role conflict and ambiguity; Structural equation model

Disciplines

Education | Educational Administration and Supervision

File Format

pdf

File Size

16219 KB

Degree Grantor

University of Nevada, Las Vegas

Language

English

Rights

IN COPYRIGHT. For more information about this rights statement, please visit http://rightsstatements.org/vocab/InC/1.0/

Download


Share

COinS