Date of Award
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.
Doctor of Education (EdD)
Division of Education and Counseling
Sloane M. Signal
grounded theory, trust, organizational commitment, professional development
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.
Arnaud, Malene Lalla, "The Impact of Trust and Organizational Commitment on Professional Development Intention among Community College Faculty: a Grounded Theory Approach" (2020). Electronic Thesis and Dissertation. 16.
Available for download on Thursday, June 22, 2023