Factors that may influence the morale of faculty at 2 -year colleges and hinder the institution's progression
This descriptive survey study was designed to examine the effects of tenure and promotion, salary, and academic freedom on faculty morale at a 2-year community college. Although past literature has discussed low morale resulting from a lack of autonomy, professional development, shared governance, or intellectual freedom, minimal research has been done in a single study about the specific variables examined in this study. Participants constituted a convenience sample of 51 teachers from across disciplines, who were employed at a large, urban, multicollege, 2-year institution in Texas. The theoretical frameworks for the study were: Herzberg's motivation-hygiene theory and Maslow's human motivation theory. Face-to-face descriptive survey research was instituted to collect nominal data for demographic questions, and ordinal data for checklists and Likert-scale type questions. Cross-tabulation tests were used descriptively rather than statistically to measure for associations between the variables. Responses for nominal data and ordinal data were examined synchronously using the cross-tabulation procedure, and analyzed for frequency counts, modes, and medians. Results indicated the respondents need clarity about whether tenure exists at their institution, 39 respondents either agreed or strongly agreed that consistent salary increases would increase morale, and a greater amount of academic freedom in the classroom would motivate teachers to work more effectively. The findings impact positive social change because they offer awareness to administrators and others of the need to conduct routine meetings, focus groups, and faculty retreats to determine how teachers perceive morale in the workplace, and to work with these teachers to discover mutually beneficial solutions to foster morale.
0514: School administration