Date of Award

3-2020

Document Type

Dissertation

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.

Degree Name

Doctor of Education (EdD)

Department

Division of Education and Counseling

First Advisor

Sloane M. Signal

Second Advisor

Renee Akbar

Third Advisor

Ramona Jean-Perkins

Keywords

grounded theory, trust, organizational commitment, professional development

Abstract

Faculty are integral in designing an environment that allows students to succeed. The landscape of community colleges has changed with an increase in technology and evolving student populations. Professional development is necessary to allow faculty to adapt to the current and future landscape of community college education. The purpose of this research study is to explore the reasons why community college faculty do not participate in professional development through grounded theory inquiry. This research focuses on the trust relationship between faculty members and administrators and the faculty’s organizational commitment to professional growth. The researcher investigated the following research questions using qualitative inquiry, specifically a grounded theory approach: (RQ1) How does trust manifest between community college faculty and administrators? (SubQ1) How does this relationship affect intent to participate in professional development? and (RQ2) How does the organizational commitment of community college faculty affect intent to participate in professional development activities? The findings from this research study suggest that the faculty-administrator relationship and the faculty’s organizational commitment influence faculty intent to participate in Trust Between Community College Faculty and Administrators professional development activities. Results from this study can be useful to college administrators in developing strategies that improve the trust relationship between faculty and administrators as a method to increase participation in professional development. Findings in this study will also be significant to academic officers in developing professional development programs that faculty members attend. Increased participation in professional development activities will strengthen faculty classroom skills to more effectively deliver content to students.

Student agreement for Arnaud.docx (25 kB)
Student Agreement

Available for download on Thursday, June 22, 2023

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