I am not worthy: How interpersonal experiences influence perceived value and worth of full- and part-time faculty

Abstract

Positive interpersonal relationships between college administration and faculty are necessary as they contribute to organizational climate measures, such as a sense of belonging and perceived organizational worth. Furthermore, such relationships may combat against faculty cynicism. Interpersonal experiences are particularly relevant in a post-coronavirus disease 2019 workplace in which interactions with colleagues are infrequent. Little is known about the effects of interpersonal experiences on part-time faculty specifically, as compared with full-time faculty. This study investigates teamwork experiences and interpersonal constraints as predictors of the attitudes and perceptions of full- and part-time faculty at a four-year public teaching college in the southwestern United States. After controlling for years working at the college, teamwork was a consistent predictor of higher sense of belonging, perceived organizational worth, and lower cynicism among full- and part-time faculty. Furthermore, the presence of negative coworker relationships was a significant predictor of lower sense of belonging and perceived organizational worth among full-time faculty. Inadequate help or lack of contact with co-workers was not a significant predictor of faculty attitudes and perceptions. The results of this study suggest the need for fostering teamwork and positive relationships among full- and part-time faculty in a meaningful and systemic manner within institutions of higher education. Additionally, this study provides support for institutionalizing a team-based approach to working among all faculty to foster perceived belonging and worth, while limiting cynicism.

Strengthening staff and administrators' sense of workplace belonging

“…Given the evolving landscape of the workplace, as well as the need to retain motivated workers and maximize their productivity, it is essential to create an impactful workplace that fulfills employees' sense of belonging (Filstad et al, 2019;Jena & Pradhan, 2018). With the power to cultivate a sense of belonging in their employees, organizations must prioritize practices that aid employees in feeling their external environment accepts, values, and respects their most authentic self (Batiste et al, 2021;Filstad et al, 2019;Jena & Pradhan, 2018, Lampinen et al, 2017Ryan et al, 2019). While there are limited sources of literature on belonging among staff and administrators in higher education, literature has cited the significance of interpersonal relationships, recognition, social activities, and meaningful work as necessary contributing factors for faculty's sense of belonging (Batiste et al, 2021;Ryan et al, 2019).…”

“…Literature on belonging identified the significance of feeling socio-emotionally connected to one's workplace and encompassing interactions with colleagues that foster sense of community (Batiste et al, 2021;Belle et al, 2014;Lampinen et al, 2017Lampinen et al, , 2018McClure & Brown, 2008;Ryan et al, 2019). Employees who demonstrate a strong sense of workplace belonging perceive themselves as appreciated and valued members of their organization (Cockshaw & Shochet, 2010).…”

“…Since a sense of belonging fulfills an innate desire to be accepted by group members, there are socio-emotional benefits that impact the employee and workplace (Batiste et al, 2021;Jen & Pradhan, 2018;Lampinen et al, 2017;McClure & Brown, 2008;Ryan et al, 2019;Somoray et al, 2017). Providing their organizations with a competitive advantage, employees that perceive their personal and organizational values in alignment are likely to have a stronger sense of belonging leading to increased levels of productivity, commitment, and motivation (Jena & Pradhan, 2018).…”

“…While there are studies that found a positive relationship between belonging and work outcomes (Batiste et al, 2021;Cockshaw & Shochet, 2010;Huynh et al, 2013;Huynh et al, 2014;Jena & Pradhan, 2018;Lampinen et al, 2017;McClure & Brown, 2008;Ryan et al, 2019;Somoray et al, 2017), there is a lack of research that explores workplace belonging in varying organizational settings (Cockshaw et al, 2013;2014, as cited in Jena & Pradhan, 2018, including the perception of belonging among staff and administrators in higher education.…”

“…Faculty have noted that their institutions must understand their socio-emotional needs including the desire to feel part of a community that encourages reciprocal relationships as a vehicle to foster belonging (Ryan et al, 2019). Interpersonal experiences, social events, and team work have been proven to enhance the sense of belonging on full and part-time faulty (Batiste et al, 2021). In an effort to enhance faculty's perceived levels of belonging, higher education institutions must strategically develop methods to ensure faculty are feeling connected to the organization (Ryan et al, 2019).…”