The Impact of Selected Professional Services on Job Satisfaction
of New Kentucky Community and Technical College Faculty

H. Steve Freeman
Deborah J. Pape
West Kentucky Community and Technical College

Introduction

     A state-wide study was conducted involving the 16 colleges of the Kentucky Community and Technical College System.  Full-time faculty with four or fewer years of employment were surveyed.  There were 226 or 56.4% of total possible respondents. Demographics, such as gender, age, educational attainment, reasons for pursuing an academic career at community and technical colleges, size of institutions, and length of employment were analyzed.  Gender ratio was male (33.6%) and female (66.4%).  Sixty-two (27.4%) respondents had less than one year of employment, 59 (26.1%) had two years of employment, 49 (21.7%) had two to three years of employment and 56 (24.9%) had three to four years of employment.  The highest number 60 (29.9%) were 50 to 59 years of age.  Sixty-seven (30.2%) of respondents held Master’s degrees and 53 (23.9%) held a Master’s degree plus additional hours or certifications.  One-hundred and two (50.5%) respondents indicated teaching in a technical discipline and 100 (49.5%) taught in a transfer discipline, 24 respondents did not indicate a discipline area. About one-third of the respondents indicated their campus size as 2,501—5,000 students.  One-hundred and ten (49.1%) respondents reported they chose employment at a community and technical college as a career goal.  One-hundred and ninety-six (89.5%) stated they were satisfied with their job.  One-hundred and fifty-six (69.02%) reported participating in orientation activities, 192 (85.33%) indicated participation in professional development activities and 173 (74.45%) had participated in an annual evaluation process.  One-hundred and thirty-four (76.58%) rated orientation activities as important to very important to overall job satisfaction, 164 (82.42%) rated professional development activities as important to very important to their overall job satisfaction and 134 (74.45%) reported annual evaluation processes as important to very important to their overall job satisfaction. 

Literature Review

     Postsecondary education, including universities and community colleges, faced unprecedented challenges in these three primary areas: accountability, increasing enrollment, and large numbers of new, inexperienced faculty members.  The political environment has shifted to new calls for accountability that encompass student success defined as learning-centered outcomes (Miller, Finley & Vancko, 2000).  Holding faculty accountable for student learning has quickly become the major focus in postsecondary education, which substantiated a surge of interest in evaluating teacher performance (Darling-Hammond, 1999).  Alexander (2000) described this environment as a new economic motivation that was driving states to redefine relationships by pressuring institutions to become more accountable, more efficient, and more productive in the use of publicly-generated resources.  He contended,

Earlier attempts by states to measure institutional efficiency and performance have generally been met with passive resistance or benign neglect in academic circles.  Although this trend still prevails, an increasing number of educational leaders are now exhibiting awareness that the status quo is no longer a viable option for higher education. (p. 411) 

The need for properly constructed evaluation of effective teaching, institutional expectations, and effective training was being promoted by politicians, taxpayers, and accrediting agencies increasing the pressure experienced by faculty members to produce results.  These demands create an environment of enhanced accountability and expectation into which new faculty members are entering (Harnish & Creamer, 1986; Murray, 2002). 
     Furthermore, the nation’s community colleges, like other institutions, face an unprecedented number of upcoming or prospective retirements and attrition of faculty members, resulting in an unparalleled loss of educational intellectual capital (Miller, Finley, & Vancko, 2002).  This trend naturally predicted increasing numbers of new, inexperienced faculty members entering the academic environment (Murray, 2005).   In fact, Evelyn (2001) reported that some 30% of community college faculty members were likely to retire or leave their teaching positions within the next few years.
     Predictions indicated an increase in community college and university enrollment. The number of students graduating from high school rose steadily with an expected peak of 3.2 million in 2008-2009.  Total college enrollment was predicted to increase by two million to approximately 17.5 million students by 2010, (National Center for Education Statistics, 2001).  This trend of increasing both the number and diversity of students within the community college system has placed added requirements on new faculty to provide innovative teaching strategies directed toward student learning.  Though the impact of these emerging trends on postsecondary educational environments is unknown, research by Olsen indicated that the first three years of faculty appointment is the most difficult period of an academic career; a time of high faculty stress and low job satisfaction (Olsen, 1993).  Yet, little was known regarding how community colleges could support the successful transition of new, inexperienced faculty members during this time of unprecedented challenges.  Additionally, little was known about the relationship that formal orientation, professional development activities, and annual evaluation had on job satisfaction of new, inexperienced faculty members (Olsen, 1993).
     Several studies (Murray & Cunningham, 2004; Murray, 2005; Olsen, 1993; Olsen & Crawford, 1998) addressed the issues of successfully transitioning new, inexperienced faculty members into the community college environment and the need for structured professional development activities.  Research indicated that community college systems of faculty evaluation lacked clear goals and standards of evaluation, generating resistance and suspicion and resulting in efforts having minimum effects on improving performance (Rifkin, 2000).  In addition, research indicated that despite devoting considerable resources to professional development activities, these activities failed to implement lasting pedagogical changes among community college faculty (Maxwell & Kazlauskas, 1992; Murray, 2002). However, the literature lacks research that addresses the impact of formal orientation, professional development activities, and annual evaluation on the level of job satisfaction among faculty members with less than four years of employment at community colleges.  Therefore, the purpose of this study was to contribute to the body of knowledge regarding the impact of these activities on the level of job satisfaction of new, inexperienced, community college faculty within the Kentucky and Community and Technical College System (KCTCS).  The information from this study provided to KCTCS contained coded results to the 16 individual colleges within KCTCS.  Results may benefit KCTCS and other community college systems, in planning professional development activities and other college planning processes, which included formal orientation, and annual evaluation.  This information provided insight to the perceived value and expectations of these processes among full-time KCTCS faculty members with four or fewer years of employment.

Statement of the Problem

     Mooney (1989) expressed concern that possible faculty shortages would begin in the 1990s for community colleges.  Monahan and Greene (1987) stated dissatisfaction with teaching assignments was found to be a significant predictor of early retirement among community college faculty.  Smart (1989) contended job satisfaction correlated to faculty intentions to leave their current institutions.  Miloshiff (1990) concluded most research throughout the last decade focused on faculty samples made up of undifferentiated two-year and four-year colleges and universities with limited research conducted specifically with community college faculties.
     Therefore, the problem of this study was to identify the impact of formal orientation, professional development activities, and annual evaluation processes on the overall job satisfaction level for Kentucky Community and Technical College System faculty with four or fewer years of employment.
     Answers to the following research questions were evaluated to address the issues posed by this study:

1. What level of current, overall job satisfaction is expressed by Kentucky community and technical college faculty with four or fewer years of employment?
2. What differences exist in the level of job satisfaction of Kentucky community and technical college faculty with four or fewer years of employment when stratified by the following:
1. gender
2. age
3. educational attainment
4. reason for pursuing an academic career at community colleges
5. size of institution
6. length of employment
3. What level of participation is there of Kentucky community and technical college faculty with four or fewer years of employment in these areas:
1. orientation activities
2. professional development activities
3. annual evaluation processes
4. What relationship exists in the level of job satisfaction of Kentucky community and technical college faculty with four or fewer years of employment and their perceived satisfaction with:
1. orientation activities
2. professional development activities
3. annual evaluation processes

Significance of the Problem

     Postsecondary education has experienced increasing shortages of administrators and faculty (Boggs, 2003; Gibson-Harman, Rodriguez, & Haworth, 2002) while facing an environment of enhanced accountability.  Due to retirements, new and inexperienced faculty members are being heavily recruited. This “perfect storm” has been the result of several emerging trends as stated by Murray (2005).  First, there was a steadily increasing attrition from the ranks of full-time community college faculty; significant numbers of faculty were retiring and leaving for other careers.  Second, expanding undergraduate enrollments intensified the problem by creating a need for more faculty members. Third, at the same time that the need for new and replacement faculty was growing, a number of community college administrators complained about the difficulty of finding qualified faculty members to replace those leaving.
     Murray (2005) also reported that data from the 1999 National Study of Postsecondary Faculty revealed that of approximately 113,000 full-time community college faculty members, nearly 7,000 left community college teaching during the 1997-1998 academic year.  Montgomery (1999) further confirmed the exodus of community college faculty to either other career opportunities or retirement.  Roughly one-half retired, while others left community colleges for a variety of reasons (Zhou & Volkwein, 2003). Since the hiring of a full-time faculty member is a significant financial investment and is intended by the institution and the faculty member to be a long-term relationship, the issue of the successful transition of new faculty members and their continued satisfaction within their job environment is of paramount importance.
     Olsen (1993) argued, “Faculty development literature shows that the early years of faculty appointment, in particular, the first three years, are a period of intense socialization. Retrospectively, faculty report the early years to be the most difficult period of an academic career, a time of high stress and low satisfaction” (p. 454).

Delimitations, Limitations and Assumptions

     In the conduct of this study, delimitation included the following:

1. The study was delimited to 406 full-time faculty members with four years or less job employment within the Kentucky Community and Technical College System (KCTCS). 
2. Within the KCTCS, individual colleges had the autonomy to provide or withhold tenure track positions.  This variance could have influenced the perceptions of the faculty member, while the variance in geographical settings—rural versus urban—could have also been a confounding variable.
3. Issues included participatory management, opportunities for advancement, recognition, work setting environments, and other confounding variables that might have influenced the perception of job satisfaction (Truell, Price & Joyner, 1998). 
4. While these issues were important (Hulton & Jobe, 1985), this study was delimited to the impact of professional development activities, formal orientation, and annual evaluation processes on the overall level of job satisfaction among Kentucky community and technical college full-time faculty with four or fewer years of employment.  
5. Findings could not be generalized beyond the KCTCS or to faculty members within KCTCS with more than four years of employment.

     In the conduct of this study, the following limitations were identified

1. Utilization of a web-based survey process was initiated because the researcher was unable to obtain an individual listing of KCTCS full-time faculty meeting the research criteria.  An electronic survey, designed in Survey Tracker, was e-mailed to an all faculty listed at each of the 16 colleges.  
2. Individualized coding was not possible in this format.

     In the conduct of this study, it was assumed that:

1. Full-time faculty correctly identified their years of employment.
2. The information collected from full-time faculty was accurate.
3. The full-time faculty members participating in this study were representative of the full-time faculty members of the KCTCS, with four or fewer years of employment.
4. The KCTCS accurately reported the number of faculty members with four or fewer years of employment.

Instrument Development

     A search of the literature did not reveal an instrument for this specific study; therefore an instrument was constructed using measures guided by  Locke’s work in job satisfaction, which defined satisfaction as the positive emotional state resulting from obtaining what one wants or values from a job (Locke, 1976).  Additionally, the study was influenced by the structure of Olsen’s (1993) work which focused on two measures of job satisfaction. One measure examined faculty satisfaction with specific aspects of the work; a second measure assessed overall job satisfaction.  Inclusion of both types of measurement provided insight to determine not only specific sources of faculty satisfaction but also the relative contribution of job characteristics to overall job satisfaction.  Ironson, Brannick, Smith, Gibson, and Paul (1989) argued for the unique contribution that overall and facet-specific measures made to our understanding of job satisfaction and for the importance of employing multiple measures in a single study.
     The research instrument used in this study consisted of three major parts:  (a) Demographic Information, (b) Job In General Index, and (c) Selected Professional Services Provided by The Institution and Contribution to Job Satisfaction.  The instrument incorporated the “Job In General Index (JIG).  The JIG was designed to measure employees’ over all satisfaction with their jobs.  Kinicki, McKee-Ryan, Schriesheim, and Carson (2002) reported that the construct validity of the JIG was investigated using a meta-analysis to summarize previous empirical studies that examined antecedents, correlates, and consequences of job satisfaction.   They concurred that the construct validity was supported by (a) acceptable estimates of internal consistency and test-retest reliability, (b) results that conform to a nomological network of job satisfaction relationships, and (c) demonstrated convergent and discriminate validity.  Contrasting results with previous meta-analytic findings offered further support for JIG’s construct validity.

Instrument Review and Validation
Content Validity

     The survey was mailed to a panel of four individuals with expertise in survey designs and issues related to faculty satisfaction.  These individuals were asked to complete and critique the survey form as to whether the instrument questions were clear, concise, appropriate to the research purpose, and easily understandable to address the content validity (Litwin, 1995).  These individuals who participated in the instrument review process were: Dr. Timothy Todd, Associate Provost of Murray State University; Dr. Martin Milkman, Director of the Center for Economic Development Murray State University; Dr. Karen Boyd, Coordinator of Institutional Research West Kentucky Community and Technical College; and Dr. Kevin Gericke, Coordinator of Professional and Organization Development West Kentucky Community and Technical College. 
     After the recommended changes were discussed with the panel, further revisions were made.  The instrument and cover letter were forwarded with “Request for Approval” form to the Southern Illinois University at Carbondale Human Subjects   Approval to conduct the research was granted by the Southern Illinois University at Carbondale Human Subjects Committee on December 19, 2005.  The instrument and cover letter were also forwarded with “Request for Approval” form to the Kentucky Community and Technical College System Human Subjects Committee.  Approval to conduct the research was granted by the Kentucky Community and Technical College System Human Subjects Committee on January 6, 2006.

Instrument Reliability

     A pilot study was conducted to establish reliability through a test-retest procedure.  Test-retest reliability has been the most commonly used indicator of survey instrument reliability.  The instrument was measured by having the same set of respondents complete a survey at two different points in time to assess stability of results. The two data sets from the same individual have been commonly known as intra-observer reliability (Litwin, 1995).  A randomly assigned sample of 42 full-time faculty members, from West Kentucky Community and Technical College were requested to participate in the test-retest process.  Twenty-six (61.91%) full-time faculty members completed both surveys.    Participants received the first survey and within a two-week period were re-surveyed.  Questions for the retest survey were in alternated form, which was created by reversing the order of the questions and the answer selections. Correlation coefficient analysis was utilized to confirm survey reliability.  The total instrument reliability score was determined to be .992.  A subscale reliability score was determined for section C of .891.  The reliability for the JIG was reported to range from .91 to .95 (Ironson, Smith, Brannick, Gibson, and Paul, 1989).  Participants were instructed not to participate in the forthcoming web-based survey
     Table 1 shows a summary of the research questions, question items, and statistical analysis used to answer each of the research questions.

Respondent Data

     From the 406 possible respondents, 226 responded, representing a 55.7% response rate.  Of the 406, five were invalid because of incomplete data on years of employment.  The adjusted response size was 401; 226 (56.4%) responses were used for data analyses.
     The study used full-time faculty, with four or fewer years of employment from all (16) community and technical colleges within Kentucky, as reported by the KCTCS in the fall 2005 semester.  The colleges with the highest response rates were Gateway Community and Technical College with 21 possible respondents and 21 (100.0%) respondents and West Kentucky Community and Technical College with 27 possible respondents and 27 (100.0%) respondents.  Maysville Community and Technical College had the lowest response rate, with 21 possible respondents and 3 responses for a response rate of 14.3%.  The colleges’ response rate ranged from 100% to 14.3% (Maysville Community and Technical College).
     Of the 226 respondents, 62 (27.4%) had less than one year of employment.  Of the 226 respondents, 59 (26.1%) had one to two years of employment.  Of the 226 respondents, 49 (21.7%) had two to three years of employment.  Of the 226 respondents 56 (24.8%) had three to fours years of employment.

Findings

     The problem of this study was to identify the (a) level of job satisfaction of Kentucky community and technical college faculty with four or fewer years of employment, (b) differences in job satisfaction among faculty members, (c) level of faculty participation in selected professional services, and (d) the impact of selected professional services on the level of job satisfaction of these faculty.
     A review of the literature indicated a large percentage of full-time faulty were nearing retirement and there was an increasing need to recruit new, inexperienced faculty to replace experienced academic scholars.  There was much concern on the part of full-time faculty and administration about the availability of qualified applicants to fill this predicted void.  The literature contended that the first three years of academic appointment was the most stressful, contributing to a failure of new faculty members’ successful transition to the postsecondary environment.  There was little in the literature devoted exclusively to community and technical college faculty with four or fewer years of employment and the impact of selected professional support services on the level of overall job satisfaction.
     Professional services were broken down into three subcategories: orientation activities, professional development activities, and annual evaluation processes.  While much has been written about these services, it seemed too little has been done to assure a positive impact on faculty was accomplished through the provision of these services.
     The survey instrument used was constructed using measures guided by Locke’s work in job satisfaction, which defined satisfaction as the positive emotional state resulting from obtaining what one wanted or valued from a job (Locke, 1976).  The instrument was divided into three major parts: (a) demographics, (b) Job In General Index (JIG), and (c) selected professional services provided by the institution and the contribution to overall job satisfaction and acclimation to the postsecondary environment. Respondents were asked to identify what professional services they had participated in and to rate the importance of the professional services to job satisfaction and acclimation to the postsecondary environment. 
     The survey population consisted of full-time faculty members with four or fewer years of employment at Kentucky’s 16 community and technical colleges.  The Kentucky Community and Technical College System (KCTCS) provided data that indicated a population of 406 faculty members meeting the study criteria.  However, only the number of faculty members at each college was identified, no names were provided.  This challenge resulted in the need to conduct the study as a web-based survey, emailed to all faculty members within KCTCS.  Completed surveys indicating four or fewer years of employment were extracted resulting in 226 (56.4%) return rate.
     Frequencies and percentages were used for demographic data and professional services provided.  Composite scores on the JIG were used to determine the level of job satisfaction of faculty members.  Means were calculated for perceived importance of selected professional services.  Median scores rather than means were used in interpreting the JIG (recommended by the User’s Manual for the Job Descriptive Index and the Job In General).  The Kruskal-Wallis, Mood Median Test, and Chi-Square were used to determine differences of importance of variables and relationship between selected professional services and level of job satisfaction.  A t-test was utilized to determine differences in overall job satisfaction between those having participated in orientation services and those who had not.  No statistically significant difference was found at the 0.05 alpha level.

Conclusions

     The following conclusions were derived from the results of the study:

1. Kentucky full-time community and technical college faculty with four or fewer years of employment are overwhelmingly satisfied with their employment, as measured on the JIG.
2. The variables of gender, age, educational attainment, reasons for pursuing employment at a community and technical college, size of the institution or length of employment had no statistically significant impact on the overall level of job satisfaction among Kentucky full-time faculty with four or fewer years of employment.
3. There were no statistically significant differences identified in participation rates in professional development activities or annual evaluation processes among responding Kentucky full-time community and technical college faculty with four or fewer years of employment among colleges having 15 or more respondents.  Only colleges with 15 or more respondents were included due to the restrictions of the statistical test.
4. Three of the 16 colleges, with 15 or more respondents, provided a statistically significant difference in the rate of participation in orientation services among full-time Kentucky community and technical college faculty with four or fewer years of employment.  This is an issue of concern since participation in orientation services should not have been restricted due to length of employment.  Orientation to the mission, vision, and values of the institution should be a critical component of the faculty member’s philosophy of classroom instruction and student engagement.
5. There was no statistically significant difference in overall job satisfaction levels of Kentucky full-time community and technical college faculty with four or fewer years of employment based on years of employment.
6. Selected professional services were highly rated as important to very important by Kentucky community and technical college faculty with four or fewer years of employment.
7. Selected professional services did not have a statistically significant impact on the level of overall job satisfaction with Kentucky community and technical college faculty with four or fewer years of employment.
8. Analysis of respondents by age indicated that 32.6% of those hired within the last four years are age 50 or older, which may indicate that transition to Kentucky community and technical colleges, as a faculty member, may be a second or third career.  Evelyn (2001) stated that 30% of community college faculty members are likely to retire or leave their teaching positions in the next few years.  Community and technical colleges should expect a continuing need to replace faculty in large numbers.

Discussions

     Murray (1999) contended that effective professional development should include the following components: institutional support, a climate that fosters and encourages faculty development; a formalized, structured, and goal-directed development program; a connection between faculty development and the reward structure; faculty ownership; support from colleagues for investment in teaching; and a belief that good teaching is valued by administrators.  One could speculate that the failure to find a statistically significant relationship between professional development services and the level of job satisfaction, in this study, was due more to the absence of these connecting components than by the perceived value placed on the activities by faculty members.
     Murray (1999) further argued that faculty development must be connected to the reward structure, though all rewards need not be monetary.  He stated that faculty attempts to improve their teaching must be recognized in some fashion.  Therefore, experienced administrators might have concluded that faculty, as intelligent, highly educated individuals, acknowledged the perceived importance of professional development activities but failed to identify a connection between participation in these activities and a reward structure.
     Grant & Keim (2002) found that less than half (47%) of community colleges, in a national survey, reported a formal evaluation process to assess faculty development programs.  One could have speculated that the lack of formal evaluation or follow-up to professional development activities contributed to the failure of faculty to identify these activities as important to their level of overall job satisfaction. 
     Murray (1999) asserted that professional development programs that were no more than a series of mostly volunteer, single-purpose, isolated efforts were unlikely to produce any real institutional change.  The failure to find a significant relationship between annual evaluation processes and the level of overall job satisfaction might have been attributed to the lack of structured response to issues or deficiencies identified in the annual evaluation process.  In other words, if faculty did not see a direct relationship between annual evaluation processes and an administrative effort to proactively address these issues, the impact to overall job satisfaction could have been diminished.
     One of the most interest findings of this study was that almost one-third of the new faculty members reported that they were 50 or more years old.  This indicated the rate of turn-over among faculty would continue or even accelerate.  This finding increased the need for formal orientation services.  The fact that only 69.02% of surveyed faculty reported participation in this activity was troubling.   Rafkin (2000) reported faculty members prepared by traditional graduate programs were often unprepared for the pedagogical challenges of open door institutions.  Community and technical colleges have traditionally served large numbers of nontraditional students.  The mission, vision, and values of these colleges have been and continue to be extremely important and must be explicitly understood by new faculty members.  Formal orientation would provide the appropriate opportunity to introduce new faculty to their college’s overall mission and purpose.
     In conclusion, the researchers have and continue to be of the opinion that great scholar/educators are not made; they are a unique and complex mixture of intelligence, compassion, and inquisitiveness, and desire to be a part of something much larger than their individual selves.  As scholar/educators, they have contributed more to the vitality and overall good of this nation than all the armies that have ever marched.  They have positively touched and influenced more lives than any other profession.  They have found their greatest reward in sharing their knowledge and providing understanding to the inquiring minds of their students.  These researchers have contended that great scholar/educators cannot be made, but they can be recognized and should be provided with the best possible support systems that contribute to their personal and professional growth and well-being.

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Table 1
Relationship of Research Questions, Instrument Items and Data Analysis