Differential Pathways in Faculty Motivation to Teach

• In Event: 61.071 - Sheraton Roundtable Session 10 - Grand Centre
  In Roundtable Session: 61.071-2 - Faculty Work Environments

Abstract

Limited research exists that speaks directly to the motivation of faculty to teach in higher education settings. Competing demands (i.e., research, teaching, and service) challenge faculty, and some have suggested that it is the students who are most negatively impacted. Utilizing the theoretical frameworks of teacher efficacy, achievement goals, and task values, and incorporating the constructs of worklife, satisfaction, and perceptions of student motivation this study examine factors that may impact motivation to teach and further, intent to leave. Results suggest several factors including perceptions of student motivation, positively impact faculty members’ motivation to teach, while research requirements negatively impact motivation to teach. Worklife, satisfaction and motivation to teach were all found to negatively impact intent to leave.

Authors

• Celeste M Calkins, University of Nevada - Las Vegas

• Vicki J. Rosser, University of Nevada - Las Vegas