An investigation of the relationship between teaching perspectives and faculty development activities among faculty in higher education

This study was designed to examine the teaching perspectives, teaching preparation, previous teaching experiences and involvement in faculty development activities among faculty from a research extensive university in the southern United States. A simple random sample of 536 was drawn from the institution\u27s faculty and total of n=131 (24.4%) responded to the survey. Respondents were asked to complete the Teaching Perspectives Inventory (TPI) via the internet and complete a survey which included questions regarding demographic variables, teaching preparation, previous teaching experience, and involvement in faculty development activities. The majority of respondents were male (n=91, 70.0%), held a doctoral degree (n=119, 91.5%) and had earned tenure (n=82, 62.6%). A majority of study respondents (n=95, 72.5%) had one dominant teaching perspective. Five (3.8%) had two or more dominant teaching perspectives and 31 (23.7%) had no dominant teaching perspectives, as measured by the Teaching Perspective Inventory. The Analysis of Variance (ANOVA) procedure was used to determine if dominant teaching perspectives were discipline-specific, using the academic college or school of the faculty member\u27s teaching appointment for grouping purposes. The results of this analysis concluded that a significant difference existed among respondents with Apprenticeship as a dominant teaching perspective (F=2.036, (12, 118), p=.027). A majority of the respondents (n=91, 69.5%) reported that they had completed a course or training session on teaching, while about three-fourths (n=98, 74.8%) had served as teaching assistant during graduate study. The Pearson\u27s r correlation coefficient was calculated to determine if a relationship existed between the dominant teaching perspectives of the faculty and their participation in on-campus and off-campus faculty development activities. Results of this test indicated no statistically significant difference between the two variables

The Significance Of Teaching Perspectives Among Academic Disciplines

This study examined the teaching perspectives among faculty from a research extensive university in the southern United States.  A simple random sample was drawn from the institution’s faculty, and a total of n = 131 responded to the survey.  Respondents were asked to complete the Teaching Perspectives Inventory via the Internet and complete a demographic survey.  The Analysis of Variance procedure was used to determine if dominant teaching perspectives were discipline-specific.  The results of this analysis concluded that a significant difference existed among respondents, with Apprenticeship as a dominant teaching perspective [F(12, 118) = 2.036, p = .027]

Faculty online technology adoption: the role of management support and organizational climate

Although there is a plethora of online learning studies, relatively few studies have probed into teachers’ online technology adoption. It is suggested that faculty resistance to technology be one of the key hindrances to the future development of distance learning. Several studies have argued that teachers’ resistance to technology, one of the key issues and challenges, could remain a difficult problem in educational field. Thus, the primary purpose of this study is to understand the key factors that influence teachers’ intention to adopt online technology