Abstract
The purpose of this phenomenological study aimed to understand higher education faculty perceptions and job satisfaction related to technology integration expectations in a changing academic environment. This study asked two research questions: 1. What are the perceptions of Christian higher education faculty regarding technology expectations? 2. How do Christian higher education faculty’s perceptions of these technology expectations affect their job satisfaction? Six full-time residential faculty members participated in the study. The lived experiences of faculty were studied using individual interviews, focus groups, and journal entries. Data analysis revealed that faculty perceived that institutions have additional technological expectations that go beyond lecturing and varying experiences with technological support were shared. Additionally, these technology expectations affect job satisfaction through faculty’s emotional responses, faith, and self-efficacy. The study’s findings suggest that providing realistic expectations and an appropriate level of support, removing technological and emotional barriers, encouraging self- efficacy, and integrating Christian faith would enhance faculty’s job satisfaction relating to technology expectations.
Recommended Citation
Pitts, Jerry L.; Geisler, Charlene; Granger, Mark D.; Kuehne, Jessica E.; Mackey, Roger W.; and Moore, Erica D.
(2025)
"Beyond Lecturing: Revealing Faculty Perceptions of Technology Expectations and Job Satisfaction in Christian Higher Education,"
Journal for the Scholarship of Teaching & Learning: Vol. 1:
Iss.
1, Article 7.
Available at:
https://digitalcommons.liberty.edu/jsotl/vol1/iss1/7
Included in
Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Scholarship of Teaching and Learning Commons, Teacher Education and Professional Development Commons
