ERIC Number: ED129390
Record Type: RIE
Publication Date: 1976
Reference Count: 0
Community College Faculty Attitudes, Socialization Experiences, and Perceived Teaching Effectiveness.
Morrison, James L.; Friedman, Charles P.
This paper reports the results of a study conducted to ascertain whether the variance in teaching effectiveness of community college faculty, as assessed by students, can be attributed to particular attitudes of these faculty (acceptance of the community college concept, educational and reference group orientations) and/or to particular socialization experiences (years of community college teaching experience, highest academic degree, number of graduate courses in education) which these faculty have undergone. A theoretical model based on symbolic interactionism is presented and explained. Data to test the model were acquired through a 1973 survey of faculty and students at five Pennsylvania community colleges. Of 484 full-time faculty surveyed, 260 (54%) responded. Data on student perception of the teaching effectiveness of 175 of the responding faculty were obtained by surveying all students in one randomly selected class of each faculty member. Factor analysis and Pearson product-moment correlation statistical procedures were utilized in the data analysis. It was concluded that the socialization experiences and educational orientations assessed in this study (and generally used by administrators in faculty selection) are not appropriate as objective criteria for predicting teacher effectiveness in the community college. Further, other factors will have to be sought as the principal determinants of variation in perceived teaching effectiveness. (Author/JDS)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A