Research on the development of K-12 teachers’ beliefs about and approaches to teaching and learning suggests that exposure to professional development programs can lead to the use of conceptual change strategies that engage students as active participants in the learning process rather than on teacher-centered strategies focused on information transfer. However, within the existing literature on the development of teacher beliefs and approaches to teaching and learning there exists a void of information pertaining to the development of community college instructors’ beliefs and approaches. The purpose of this study was to investigate the relationship between pre-tenure community college instructors’ beliefs about teaching and learning, their approaches to the learning process, and the training they receive via a professional development program specifically established to provide training in teaching methods, pedagogy, curriculum, and/ or instruction. Forty community college instructors going through an established three-year tenure process completed a revised version of the Approaches to Teaching Inventory (ATI-R) created by Trigwell and Prosser (1998). Data analysis revealed that there was no difference in the scores of instructors who had participated in the professional development program on teaching and learning and those instructors who had no exposure to courses that focused on teaching and learning. Further, findings suggest that instructors’ participation in the courses is not related to their beliefs or teaching approaches. iii The findings of this study warrant a closer examination of programs designed to provide higher education instructors with training in pedagogy and instruction. Additionally, the findings present an opportunity for professional development programs to improve current practice.

The purpose of this phenomenological study was to understand how pre-tenure female faculty members perceived their socialization experiences into the culture of higher education. This study viewed higher education as a distinct culture where members underwent socialization processes such as enculturation and acculturation throughout the pre-tenure years. Participants were eight pre-tenure female faculty members from Midwestern land grant institutions. Women were interviewed for 90-120 minutes on one occasion. Data was analyzed using the Constant Comparative Method (CCM).The women's perceptions resulted in four emergent themes: Balance, Place, Support, and Trust. Balance contained the themes of Workload, including promotion and tenure and time, and Roles, including sub-themes of personal and professional roles. Place described women's feelings of fit regarding age, sex, their student response and their personal response to their culture. Support highlighted people, groups and mentoring perceived as influential in their socialization. Lastly, the theme of Trust emerged as a key element of their cultural understanding regarding higher education. These pre-tenure female faculty members perceived socialization as filled with incongruency, uncertainty and rejection, and political astuteness. The women felt incongruence in terms of their personal values and those values rewarded professionally. The women's socialization was shaped by uncertainty in the promotion and tenure process and in where to put their time and energy. In addition, the women described the need for political astuteness in their professional communications and actions during their pre-tenure years. These perceptions werefurther examined through post-colonial feminist theory. The emphasis post-colonial feminist theory places on power and voice in the historically male-dominated system of higher education informed the analysis. This led to the argument for Boyer's (1990) reconstruction of scholarship as an opportunity for women to become co-creators of an environment which better promotes congruency between their personal values with elements evaluated for professional success.Embracing Boyer's (1990) concepts for re-conceptualizing scholarship may offer a potential solution which would allow the women to experience more integrated lives instead of disparate circles of personal and professional activity. Integrated lives would ease their adjustment in these pivotal pre-tenure years. / Department of Educational Studies

The purpose of this study was to analyze the differences in the criteria utilized and the criteria desired by various types of institutions for granting appointment, reappointment, merit salary increases, promotion in rank, and tenure, and to propose criteria based upon this analysis. This study reveals that institutions differ according to the criteria which they utilize and desire for appointment, reappointment, merit salary increases, promotion in rank, and tenure. For example, two-year and four-year private colleges and universities consider age, health, personal appearance, and religious activities while two-year and four-year public colleges and universities disregard religious activities and place little emphasis on age, health, and personal appearance. In addition, four-year public and private institutions stress more than two-year public and private colleges degrees from prestigious universities, research, publications, and the Ph.D. in English. Furthermore, four-year private schools give more attention than four-year public institutions to student evaluations, classroom visitations, curriculum development, academic advisement, and supervision of student activities The study also reveals that as four-year public institutions increase in size, their interest in research and publications increases proportionally.

The significance of the project was to answer the call of California schools in their plight to stop attrition and retain teachers. This project alone or in conjunction with other programs offered by schools/school districts gives them another tool to reach their goal of 100% teacher retention. It is the belief of this project that the problems with retention could be diminished if not eliminated, by giving beginning teachers a handbook.

The following research question motivated the study: "How can education management effectively address factors influencing teachers to migrate from the teaching profession?" To answer this research question, one school was selected in Limpopo Province, which is not affected by the migration of teachers from the teaching profession; this was demonstrated by the school retaining expert and veteran teachers and its excellent grade 12 results. Factors influencing the migration of teachers from the teaching profession were researched by means of qualitative approach. Focus group interviews, phenomenological interviews and unstructured (in-depth) interviews were conducted, transcribed and analysed. The research findings indicated that education management team needs to urge the government to pay teachers attractive salaries, introduce performance bonus scheme, deal with overcrowding and lack of resources, curb violence in schools, deal effectively with corruption, improve poor learners' discipline and do away with corporal punishment. / Teacher Education / M. Ed. (Education Management)

The following research question motivated the study: "How can education management effectively address factors influencing teachers to migrate from the teaching profession?" To answer this research question, one school was selected in Limpopo Province, which is not affected by the migration of teachers from the teaching profession; this was demonstrated by the school retaining expert and veteran teachers and its excellent grade 12 results. Factors influencing the migration of teachers from the teaching profession were researched by means of qualitative approach. Focus group interviews, phenomenological interviews and unstructured (in-depth) interviews were conducted, transcribed and analysed. The research findings indicated that education management team needs to urge the government to pay teachers attractive salaries, introduce performance bonus scheme, deal with overcrowding and lack of resources, curb violence in schools, deal effectively with corruption, improve poor learners' discipline and do away with corporal punishment. / Teacher Education / M. Ed. (Education Management)

This study identified tenure policies and practices among Council for Christian Colleges & Universities (CCCU) member schools. A survey of CCCU member schools was conducted; 65 usable questionnaires were received. A response rate of 69% was achieved. Schools also provided portions of their faculty handbooks addressing tenure. The purpose of the study was to determine (a) what CCCU schools grant tenure, (b) why they grant tenure, (c) specific tenure policies and practices, (d) what CCCU schools do not grant tenure, (e) why they do not grant tenure, (f) retention policies used in place of tenure, and (g) how CCCU schools' tenure policies compare with the American Association of University Professors (AAUP) guidelines. The data suggests that (a) the majority of CCCU schools (68%) grant tenure, (b) these schools represent nearly all religious affiliations within the CCCU, and (c) they are large in relation to CCCU schools that do not grant tenure. The predominant reasons given for granting tenure are protection of academic freedom, mutual commitment by institution and faculty, and recruiting / retaining quality faculty. The schools grant tenure based on teaching, scholarship, service, and the integration of faith and learning. Tenure success rates seem high. Thirty-two percent of the CCCU colleges and universities do not grant tenure. These schools are small in relation to CCCU schools that grant tenure. They represent nearly all religious affiliations within the CCCU. The predominant reason given for not granting tenure is tradition / institutional values. The majority of these schools use a gradated contract system while some use an eventual continuous contract system. The CCCU member schools' tenure policies are largely consistent with AAUP guidelines.