The purpose of this study was to investigate job satisfaction among full-time faculty members of nursing colleges in Thailand, by using the Faculty Job Satisfaction /Dissatisfaction Scale developed by Olin R. Wood. The investigation was based on the ten factors of job satisfaction selected from the Herzberg Motivation-Hygiene theory as follows: achievement, growth, interpersonal relations, policy and administration, recognition, responsibility, salary, supervision, work itself, and working conditions. The questionnaire consisted of 68 items, using a six-point rating scale for ten factors of job satisfaction. The population consisted of 621 full-time nursing faculty members in twenty-one nursing colleges across the country of Thailand. A total of 408 nursing faculty members or 65.70 percent of the population participated in this study. Frequencies, percentage, one-way ANOVA, two-way ANOVA, regression analysis, and coefficience of concordance W. were used in the follow-up investigation, with the level of significance at .05.

This study measured and analyzed job satisfaction among faculty members at Yarmouk University in relation to gender, marital status, age, annual salary, years of experience, academic rank, academic activity, faculty affiliation, country in which the last degree was received, tenure status, and nationality. The population consisted of 350 full-time faculty members. A total of 216 (61.7%) faculty members participated in this study. The data collecting instruments consisted of the faculty data sheet and the Job Descriptive Index. Frequencies, percentages, means, and one-way analysis of variance (ANOVA) were employed to analyze the data. The level of significance was set at 0.05. A Scheffe method of multiple comparison was used for follow-up investigation. Although the results of the study indicate that there were no significant differences in job satisfaction among faculty members with regard to gender, marital status, academic activity, and the country in which the faculty member received the last degree, significant differences were found with regard to age, annual salary, nationality, years of experience, rank, tenure status, and faculty affiliation.

The purpose of this study is to compare the opinions concerning faculty teaching behaviors among groups of faculty members and senior teacher training students in six teachers colleges in Bangkok, Thailand. Five research hypotheses guided the data analysis for this study; the variables used were sex, age, teaching experience, and college of employment. A published, validated survey instrument, which lists sixty-one behavioral items and incorporates a Likert-type response scale, was used to collect the data. Random sampling of the population corresponded to existing male-female ratios for each group at each schools, with the exception of one school that has only female students. From the sample of 480, the total response was 85.6 percent. In order to test for significant differences of opinion among the variables and between the groups at the .05 level, t and F tests were applied. The data indicate that 70.5 percent of the 190 responding faculty are females who have taught for more than ten years; females also constitute 72.4 percent of the 221 senior teacher training students. In regard to opinions of appropriate faculty teaching behaviors, significant differences were found between faculty and students (faculty members had higher mean scores) and between male and female faculty members (female faculty had higher mean scores). Conclusions drawn from these and other findings for this sample population include that (1) faculty and students do not agree upon what constitutes appropriate faculty teaching behaviors; (2) faculty members have stronger opinions than students about the appropriateness of such behaviors; and (3) there is more agreement among students than among faculty regarding the items that constitute appropriate faculty teaching behavior. The data findings are also discussed in the context of cultural differences that could have affected findings which were different from those discussed in the literature on evaluation of faculty teaching behavior.

The founders of Cascadia Community College changed faculty role and duties as they designed a new college. The college founders chose which themes of learning reform would be enacted by faculty in this new setting. They determined what elements of traditional roles continued to be important and what new expectations would be articulated. They decided what themes would become the center of faculty role in the creation of the new college. The study seeks to establish the themes of reform that were adopted by this college and how the founders expected those reforms to reside in, change, and influence faculty role. Through interviews with founding college members, the researcher, herself a participant in the founding of the college, triangulated the voices of the key participants with the publications of the new college that were related to faculty role. Themes that emerged from the study were outcomes, interdisciplinarity, organization and structure, innovation, technology, global/multicultural perspectives, complexity, and expectation for traits. A new view of expanded faculty role expectations is explored. This role is reflective of many themes seen in reform literature involving tenets of the learning college, the shift from teaching to learning, and outcomes-grounded teaching. A model is presented to explain the interrelatedness of the themes and the new perspective on teaching in the reformed college. / Graduation date: 2004

SHAPING FUZZY GOALS THROUGH TEACHER-STUDENT INTERACTION: A DETAILED LOOK AT THE COMMUNICATION BETWEEN COMMUNITY COLLEGE FACULTY AND TRANSFER STUDENTS by Diana K. Leonard Faculty-student interactions have been largely neglected in the research regarding community colleges and community college transfer students. Yet faculty serve as points of institutional contact, and might also serve a central role in student experiences and decision-making. The purpose of this study was to increase our understanding of the dynamics and interactions that impact student experiences and decisions regarding transfer at the community college and to understand how those interactions contributed to goal formation. Symbolic interactionism (Blumer, 1969) provided a framework to guide the mixed-methods approach, which was primarily qualitative, utilizing online surveys and personal interviews to investigate students' interpretations of the student-teacher interactions. Quantitative data analysis measured teacher influence. 429 students who successfully transferred to a Research I university in the southwest, from in-state community colleges completed the survey. Ten students from this pool, subsequently interviewed, reflected various levels of uncertainty in their goals to transfer. These uncertain goals were termed "fuzzy" goals.In addition to symbolic interactionism as a framework, Stanton-Salazar's (1997) concept of institutional agents, supported with Bourdieu's (1977) cultural and social capital and Tinto's (1975) theory of social and academic integration were used to guide this study. Findings illustrated that students did utilize their teachers as institutional agents, who provided them with cultural knowledge and facilitated their understanding of procedures and processes through active as well as passive teacher-agency. Five themes emerged in students' interpretation of the student-teacher interactions: support, motivation, guidance, inspiration, and modeling. All had varying effects on students' uncertainty and contributed to shaping their fuzzy goals and to their social and academic integration into academe.This study can inform our understanding of the well-known gap in BA attainment between students who begin at a community college intending to transfer and students who begin at a four-year institution. Further, this study can inform strategic planning geared toward supporting teachers more fully in their role as institutional agents conveying social and cultural capital to students to increase their leverage for success once they transfer to the university.

The problem is concerned with social attitudes of graduate students toward graduate faculty and graduate faculty toward graduate students in the programs of a large college of education. The purposes are (a) to establish that the attitudes of acceptance of others, trust in people, philosophy of human nature, human values, and moral ethics exist among graduate students and among graduate faculty in a large college of education; (2) to determine the relative degree to which these social attitudes exist (a) among graduate students, (b) among graduate faculty, and (c) between graduate students and graduate faculty.

The primary purposes of this study were (1) to investigate the current and preferred extent of non-supervisory classified staff employees' participation in university decision-making in Nigeria, as viewed by Nigerian higher level university administrators; (2) to investigate their current level of satisfaction with participation, and (3) to investigate the future trend of their participation in university decision-making. A three-part questionnaire developed by Allen L. Christian at North Texas State University in 1980 was slightly modified and used in this study. The respondents were 19 higher level university administrators at six Nigerian universities. The data were analyzed using frequency, t-test for related samples, one-way analysis of variance and the Scheffe' procedure used to test all possible comparisons among the means of the independent variables.

The problem with which this study is concerned is the motivation to work and the job satisfaction of faculty members who work both as full-time instructors and student activities advisors at eight campuses of Srinakharinwirot University in Thailand. In relationship to the respondent student activities advisors, the purposes of this study were (a) to study the perceived relationship between motivation to work and job satisfaction, (b) to compare perceptions of motivation to work and job satisfaction according to selected demographic variables, and (c) to determine whether or not these variables significantly contribute to the prediction of motivation to work and job satisfaction for the sample population. Two published survey instruments were used to collect the data. Both instruments were administered to 206 student activities advisors of Srinakharinwirot University; usable, completed questionnaires were returned by 191 (92,7%) respondents. The statistical treatments applied to the collected data for seven research hypotheses include the Kentall Tau correlation coefficient, one-way analysis of variance, and multiple regression analysis. The numerous data findings from this study appear to support several conclusions. Among these are that although the respondent faculty members who were also student activities advisors were modestly motivated to accept the additional advisory responsibilities, feelings of high job satisfaction were produced once they assumed their advisory roles. Furthermore, although some significant relationships were found among the variables, it would be difficult to predict which faculty members would be capable and successful student activities advisors based on sex, age, years of teaching experience, or marital status. As a result, therefore, no statistical model could be developed from the data obtained from this study that could be used to predict either motivation to work or job satisfaction for student activities advisors.

The purpose of study was to compare job satisfaction and job dissatisfaction among faculty members at six teachers colleges in the Bangkok metropolitan area with respect to age, gender, length of experience, level of education, administrative position, academic rank, department, faculties, and salary. The findings of this research were compared with previous studies of Vatthaisong (1982) and Karoonlanjakorn (1986), which measured job satisfaction among faculty members in the Northeastern part and in the non-metropolitan areas of Central Thailand. Additionally, this inquiry expanded the two previous studies and speculated on the possibility that Herzberg's two-factor theory is adaptable to Thai faculty members in Thailand. The instrument consisted of ten demographic items and a 67-statement questionnaire. The questionnaire was based on Herzberg's two-factor theory, and used a five-point rating scale for ten facets of job satisfaction/dissatisfaction. The total stratified random sampling population was made up of 400 faculty members from six teachers colleges in the Bangkok metropolitan area. The returned rate for questionnaires was 383 (95.75%). Frequency, percentage, mean, t-test, one-way analysis of variance, and Scheffe method were used for analyses. The level of significance was set at .05. The findings of this study indicated that faculty members with high ages, high work, experiences, high salaries, high academic ranks, high levels of education, and high administrative positions were more satisfied with their jobs than faculty members with lower rankings in these demographic variables. Male faculty members were more satisfied than female faculty members. The results of this research were similar to Vatthaisong's and different from Karoonlanjakorn's. The faculty members of Vatthaisong's inquiry and those of the present study were satisfied with their jobs in every facet except salary, while Karoonlanjakorn's findings reported that no areas of dissatisfaction were revealed. Because the factors described in Herzberg's theory were not the same as those determined in this study, Herzberg's two-factor theory may not be suitable for use with Thai faculty members in Thailand.

The purpose of this study was to determine the relationships between online readiness scores and online faculty job satisfaction. Online readiness was assessed using the Readiness for Education At a Distance Indicator (READI) assessment. The READI assessment tool incorporated the independent variables of learning preference, technical competency, technical knowledge, personal attributes, on-screen reading speed and comprehension, and typing speed and accuracy. Online faculty job satisfaction was assessed using the National Study of Postsecondary Faculty (NSOPF) job satisfaction questions. Analysis of variance was used to determine whether there was a difference in satisfaction based on individual instructor learning preferences. Correlation coefficients were used to analyze the relationships between the remaining independent variables and online instructor satisfaction. The sample population (N=110) consisted of online faculty members at Tarrant County College. Most of the statistical analyses revealed non-significant results at the .05 alpha level. However, a significant difference in satisfaction with equipment and facilities was found based on instructor learning preference. Additionally, a statistically significant negative correlation was found between online instructor technical competency and satisfaction with benefits.