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首页> 外文期刊>Community College Journal of Research and Practice >Community College Faculty Motivation for Basic Research, Teaching Research, and Professional Development
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Community College Faculty Motivation for Basic Research, Teaching Research, and Professional Development

机译：社区大学教师的基础研究，教学研究和专业发展动机

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Community college faculty members often find themselves divided between what they want to do and what they can do. Knowing what motivates faculty to engage in professional development and scholarly productive activities provides critical information for administrators. The present study explored the motivational characteristics of community college faculty and the contextual factors that support or thwart their engagement and productivity. It focused on three key professional activities: (a) basic or applied research, (b) classroom action/teaching research, and (c) faculty professional development. Findings indicate that community college faculty are motivated for all three activities primarily by intrinsic and value-related factors rather than by extrinsic or contextual factors. Further, faculty members present somewhat different motivational profiles for the three work activities. Their motivations also demonstrate responsiveness to workplace characteristics as faculty perceive and interpret them.These findings provide implications to help college administrators make policy decisions to support the work of faculty and align with institutional mission and goals.View full textDownload full textRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/10668920902973362
机译：社区学院的教职人员经常发现自己在想要做的事情和可以做的事情之间存在分歧。了解激励教师从事专业发展和学术性活动的动机为管理员提供了重要信息。本研究探讨了社区大学教师的动机特征以及支持或挫败其参与度和生产力的背景因素。它侧重于三个关键的专业活动：（a）基础或应用研究，（b）课堂行动/教学研究，和（c）教师专业发展。研究结果表明，社区学院的教师从事这三项活动的动机主要是内在的和与价值有关的因素，而不是外在的或背景的因素。此外，教师对这三种工作活动表现出不同的动机。他们的动机还显示出教师对工作场所特征的反应和理解，这些发现为大学管理者制定政策决策以支持教师工作并与机构使命和目标保持一致提供了启示。查看全文下载全文相关var addthis_config = {ui_cobrand ：“ Taylor＆Francis Online”，services_compact：“ citeulike，netvibes，twitter，technorati，delicious，linkedin，facebook，stumbleupon，digg，google，more”，pubid：“ ra-4dff56cd6bb1830b”};添加到候选列表链接永久链接http://dx.doi.org/10.1080/10668920902973362

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