Building a support system toward tenure: challenges and needs of tenure‐track faculty in colleges of education

Greene, H. Carol; O’Connor, Katherine; Good, Amy J.; Ledford, Carolyn; Peel, Betty B.; Zhang, Guili

doi:10.1080/13611260802433791

Cited by 61 publications

(50 citation statements)

References 19 publications

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“…The result for part-time/full-time status is contrary to the results provided by Greene et al (2008) and Gappa (1987) that part-time faculty members experience more stress than full-time faculty members, but in line with the findings provided by Gmelch (1993) and Drakich et al (2012). The latter research reasoned that full-time faculty members are expected to spend more hours to teach to a great number of students (including having a class with the largest possible number of students) and to create outputs related to the areas of service and research.…”

Section: Discussioncontrasting

confidence: 57%

Factors Affecting Stress among Faculty Members of Public Universities in the Philippines: A Multiple Regression Analysis

Tan¹

2017

IJPS

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This study focused on particular demographic and education-related factors that contribute to the stress levels of public university faculty members in the Philippines. Participants in this study were part-time or full-time faculty members of Philippine public universities and were teaching at least a class during the First Semester of Academic Year 2016-2017. Participants were tasked to answer a survey, online or paper format, consisting of 3 instruments and other questions. Responses from 100 participants were then analyzed with multiple regression as the main statistical analysis. Results showed part-time/full-time status, age, job satisfaction and negative religious coping as significant predictors of faculty stress. Other performed analyses also revealed significant negative correlations between job satisfaction and stressors related to reward and recognition and departmental influence. In addition, though faculty members preferred positive religious coping as a coping strategy over negative religious coping, a significant positive correlation was noted between the 2 types. Recommendations were made for future studies related to stress among public university faculty members in the Philippines.

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Section: Discussioncontrasting

confidence: 57%

Factors Affecting Stress among Faculty Members of Public Universities in the Philippines: A Multiple Regression Analysis

Tan¹

2017

IJPS

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“…Other studies have also found pretenure faculty to report feeling overwhelmed by their teaching load, specifically when teaching responsibilities constitute the majority of their academic workload (Greene et al, 2008), with studies also showing feelings of frustration and anxiety to arise from lack of teaching preparation (Simmons, …”

Section: Teaching-and Research-related Factorsmentioning

confidence: 99%

Examining the Factors Impacting Academics’ Psychological Well-Being: A Review of Research

Salimzadeh¹,

Saroyan²,

Hall³

2017

IER

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Existing research suggests that academics are subjected to high levels of job-related stress. Numerous aspects of an academic career such as time constraint, work overload, work-life conflict, and emotional demands are stressful and trigger negative emotional responses. There is further evidence to suggest that job-related stress compromises physical and psychological well-being, and impairs productivity among academics. The purpose of the present paper was to review the empirical research on how work-related stress and experiences impact academics' psychological well-being. Accordingly, a thorough review of the literature was conducted and 46 studies attending to aspects of psychological well-being were identified and analyzed. The literature was found to be fragmented. The review concludes that job-related stress and specific types of experiences adversely impact academics' psychological well-being by making them vulnerable to psychological distress, negative emotions, depression, and burnout. Implications for improving psychological well-being among academics are addressed and directions for future research are proposed.

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“…Overall, the K-12 professional ethos is one of trust and helpfulness, and differs from a higher education context which can be competitive, individualistic, career-oriented, and focused on personal goal achievement as part of the tenure-track career path faculty within higher education (Greene, O'Connor, Good, Ledford, Peel, & Zhang, 2008;Macfarlane, 2016).…”

mentioning

confidence: 99%

OER Awareness and Use: The Affinity Between Higher Education and K-12

Blomgren

2018

IRRODL

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Educators within Higher Education (HE) and K-12 share in the need for high quality educational resources to assist in the pursuit of teaching and learning. Although there are numerous differences between the two levels of education, there are commonalties in the perceptions of the purpose, practical uses, and challenges that abide in the use of Open Educational Resources (OER). Observations made while producing podcasts and videos for OER awareness, use, and championing, form an exposition of the merits of OER for HE and K-12. Benefits include cost-savings in acquiring resources for teaching and learning as well as usergenerated content, instructor creativity, and contextualized and responsively timely learning opportunities.Additionally, the teaching culture of K-12 has historically supported the sharing of learning activities and learning resources. At all levels of education, OER awareness requires a deeper understanding of the changes to teaching and learning borne by open educational practices.

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Building a support system toward tenure: challenges and needs of tenure‐track faculty in colleges of education

Cited by 61 publications

References 19 publications

Factors Affecting Stress among Faculty Members of Public Universities in the Philippines: A Multiple Regression Analysis

Factors Affecting Stress among Faculty Members of Public Universities in the Philippines: A Multiple Regression Analysis

Examining the Factors Impacting Academics’ Psychological Well-Being: A Review of Research

OER Awareness and Use: The Affinity Between Higher Education and K-12

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