Exploring and Testing the Predictors of New Faculty Success: A Mixed Methods Study

Autor/inn/en	Stupnisky, R. H.; Weaver-Hightower, M. B.; Kartoshkina, Y.
Titel	Exploring and Testing the Predictors of New Faculty Success: A Mixed Methods Study
Quelle	In: Studies in Higher Education, 40 (2015) 2, S.368-390 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2013.842220
Schlagwörter	Beginning Teachers; Teacher Attitudes; Success; Expectation; Collegiality; Family Work Relationship; Geographic Location; Gender Differences; Life Satisfaction; Job Satisfaction; Teaching Experience; Self Concept; Physical Health; College Faculty; Mixed Methods Research; Online Surveys; Factor Analysis; Regression (Statistics); Phenomenology; Focus Groups + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Lehrerverhalten; Erfolg; Expectancy; Erwartung; Kollegialität; Geschlechterkonflikt; Lebensvollendung; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Selbstkonzept; Gesundheitszustand; Fakultät; Faktorenanalyse; Regression; Regressionsanalyse; Phenomenological psychology; Phänomenologie; Psychologie
Abstract	The purpose of this mixed methods study was to investigate and test the factors contributing to new faculty members' success. In the first phase, qualitative analysis of focus groups revealed four prominent themes affecting new faculty members: expectations, collegiality, balance, and location. In the second phase, new faculty members completed an online survey using scales developed from the qualitative themes. Factor analysis revealed five distinct factors (qualitative theme "balance" split into professional and personal), each demonstrating construct validity, reliability, and significant intercorrelations. Female faculty reported less personal balance, self-reported health, and general life satisfaction. Also, faculty with more years of service had lower job satisfaction and perceived departmental support. Finally, multiple regressions revealed professional balance had the greatest predictive effect on faculty members' self-perception of success at work; alternatively, expectations, collegiality, and location had greater effects on indirect success indicators such as job satisfaction, general life satisfaction, health, and stress. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10