The Level of Decision-Making, Perceived Influence, and Perceived Satisfaction of Faculty and Their Impact on Student Retention in Community Colleges

Autor/in	Miller, Lisa
Titel	The Level of Decision-Making, Perceived Influence, and Perceived Satisfaction of Faculty and Their Impact on Student Retention in Community Colleges
Quelle	In: Community College Journal of Research and Practice, 43 (2019) 7, S.515-529 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Miller, Lisa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-8926
DOI	10.1080/10668926.2018.1504700
Schlagwörter	College Faculty; Teacher Role; Academic Persistence; Teacher Influence; Teacher Attitudes; Satisfaction; Community Colleges; Two Year College Students; Job Satisfaction; Workshops; Participative Decision Making; College Readiness; Barriers; Student Characteristics; Environmental Influences + Suchen Sie Ihr Suchwort? Fakultät; Lehrerrolle; Lehrerverhalten; Zufriedenheit; Community college; Community College; Labor; Labour; Satisfaction; Arbeit; Lernwerkstatt; Schulung; Environmental influence; Umwelteinfluss
Abstract	This study expanded on previous models that looked primarily at student and support factors related to student retention and examined other stakeholder group functions not previously reviewed in relation to student retention. The research question assumed that greater faculty participation in campus decision-making and faculty satisfaction would have been associated with a higher campus student retention rate. The non-experimental retrospective design examined the unanalyzed 2007 community college (CC) Changing Academic Profession (CAP) survey in relation to campus retention rates. The CAP captured faculty perceptions of whether faculty or non-faculty entities were the primary influence on decisions regarding academic matters, as well as a rating of faculty satisfaction. Analysis indicated that CC faculty rated their participation in campus decision-making versus non-faculty entities similarly to the ratings of faculty who had completed the CAP at four-year institutions. When compared with the 2007 retention rate per campus, only faculty job satisfaction was statistically significantly positively associated with student retention. Recommendations for future research include continuing to look at retention as an outcome of a multi-factorial model involving all campus stakeholders, and more research with retention as the outcome. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01