ERIC Number: ED054773
Record Type: Non-Journal
Publication Date: 1971
Reference Count: N/A
The Career Motivations and Satisfactions of Junior College Teachers--A Second Look.
Eckert, Ruth E.; Williams, Howard Y., Jr.
Minnesota junior college staffs, before and after the colleges joined state-planned and financed programs are described. Findings from an initial 1956 study, compared with a 1968 survey, stress two questions: how teachers in junior college differ from those in other college and university programs, and how current junior college faculty members compare with those on a staff 12 years earlier. Questionnaire data showed that junior college teachers, more than university teachers, come into college teaching more by accident than they do by plan, although this condition has improved since 1956, when "happenstance" played a larger role. Junior college teachers usually begin as high school teachers and pursue graduate work part-time. Doctoral degrees are rare but more are en route than was true in the mid-50s. Reasons given by junior college staff for selecting an academic career show more concern than 4-year staff for students and their educational growth and less interest in research. Junior college duties center on teaching and other student services with little time left for research, professional writing, or off-campus consultant jobs. More than 4/5 of the junior college faculty members sampled are satisfied with their careers, significantly more than in 1956 and now equaling the 4-year colleges. Dissatisfactions focus on a less-than-expected life style, heavy work loads, administrative red tape, inadequate facilities, and lagging salaries. On the whole, the findings suggest that faculties of junior colleges have made substantial gains in 12 years, especially in salary, working conditions, and general satisfaction with the institution. (MN)
Publication Type: N/A
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Minnesota