ERIC Number: ED325034
Record Type: RIE
Publication Date: 1990-Apr
Reference Count: N/A
A National Study of the Perceptions of Administrative Support for Teaching and Faculty Development.
McFerron, J. Richard; And Others
This study examined the perceived availability of funds for teaching support and faculty development, the importance of teaching in tenure and merit salary adjustments, and the level of financial support for faculty attendance at professional meetings and institutional support for global faculty development. Data were gathered from questionnaires from 142 academic deans, 392 department chairs, and 1,173 faculty members. Faculty reported lower tenure weights for teaching and research than deans, but higher tenure weights for committee work and publishing. Faculty perceive that there is no merit salary increment for outstanding teaching, though deans and, to a lesser extent, department chairs indicated otherwise. Concerning the adequacy of institutional funding for teaching and research support, ratings of good or excellent varied from 46% of the deans to 40% of the chairs and 33% of the faculty. Nearly a third of the faculty received $250 or less support for all forms of professional development in academic year 1984-85. Data support the notion of a gradient of ignorance about the availability of funds for the support of teaching and research from deans to faculty. It is concluded that this gradient serves to maximize the dean's power and control over faculty access to support funding. Includes 11 references. (JDD)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Boston, MA, April 16-20, 1990).