Abstract
This research study was conducted to ascertain possible connections between higher education faculty expectations of professional development and how these relate to their perceived job satisfaction. Several theories were used as the foundational framework, which included Bruner’s (1960) constructivist worldview theory, Herzberg’s (1966) two-factor theory, and Dockery’s (2012) faith learning integration. The research design for this qualitative study was a phenomenological hermeneutical study. The participants answered the two primary research questions: (a) What are the perceptions of Christian higher education faculty regarding professional development expectations? (b) How do Christian higher education faculty’s perceptions of professional development affect their job satisfaction? The participants consisted of six faculty members at a Christian University in the Southeast United States, and the data collected was comprised of written discussions, journal entries, and interviews. The data was analyzed using inductive coding, allowing natural codes to emerge, which were then categorized into overarching themes. Findings support the concept that providing resources to faculty facilitates growth through timely and applicable professional development, which can decrease pressure and increase their perceived sense of worth and fulfillment through institutional support.
Recommended Citation
Smith, Andrea Lynn; Garber, Diane S.; Madzinge, Vhuthuhawe T.; Odedina, Folashade O.; Wilson, Joshua E.; and Yerrington, Daniel P.
(2025)
"Beyond Lecturing: Christian Higher Education Faculty Perceptions of Professional Development Expectations and Its Impact on Job Satisfaction,"
Journal for the Scholarship of Teaching & Learning: Vol. 1:
Iss.
1, Article 8.
Available at:
https://digitalcommons.liberty.edu/jsotl/vol1/iss1/8
Included in
Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Scholarship of Teaching and Learning Commons, Teacher Education and Professional Development Commons
