Community College Faculty Attitudes, Socialization Experiences, and Perceived Teaching Effectiveness
- 1 January 1978
- journal article
- research article
- Published by Taylor & Francis in Community Junior College Research Quarterly
- Vol. 2 (2) , 119-138
- https://doi.org/10.1080/03616975.1978.10588105
Abstract
This study seeks to determine whether variance in teaching effectiveness of community college faculty, as assessed by students, can be attributed to particular attitudes and/or socialization experiences of these faculty. A theoretical model derived from symbolic interaction theory is tested by path analysis. Data to test the model were obtained through a 1973 survey of faculty and students at five community colleges in Pennsylvania. On the basis of this analysis, the authors conclude that the “predictor” variables used in this study and often by administrators in developing faculty selection policies do not correlate highly with teaching effectiveness.Keywords
This publication has 5 references indexed in Scilit:
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- Acceptance of the Community College Philosophy among Faculty of Two-Year InstitutionsEducational Administration Quarterly, 1973
- Socialization Experience, Role Orientation, and Faculty Acceptance of the Comprehensive Community Junior College ConceptReview of Educational Research, 1972
- Career Stages and Organizational Role Decisions of Teachers in Two Public Junior CollegesSociology of Education, 1967
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