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Faculty Performance As A Function Of Teaching Goals And Organizational Commitment

Journal: International Journal of Scientific & Technology Research (Vol.2, No. 11)

Publication Date:

Authors : ;

Page : 66-72

Keywords : Keywords performance; teaching goals; affective; continuance; normative; commitment; function; correlates; skills;

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AbstractSeventy faculty members were surveyed to determine the correlates of faculty performance using the variables of faculty teaching goals organizational commitment and the profile. Using standardized instruments data were subjected to correlation analysis. Results show that faculty performance is not significantly related to age p0.368 years of teaching p.732 education level p.095 and specialization p.083. Higher order thinking skills is significantly related with the level of education of the faculty respondents p.042. Basic academic success p.003 and discipline-specific knowledge and skills p.019 are also significantly related to the education level p.003. Basic academic success skills is also significantly related to the years of teaching experience p.027 and age p.043. Teaching goal achievement in Liberal arts and academic values is significantly related to the specialization p.043. There is no significant relationship between the level of commitment and the profile of the respondents. The faculty performance is directly related to the use of higher order thinking skills p.005 basic academic success skills p.028 discipline-specific knowledge and skills p.021 and work and career preparation p.009. The relationship is weak and is not significant with Liberal arts and academic values p.500 and on personal development p.110. Relationship is very weak but direct between FPE and any of the three commitment measures.

Last modified: 2014-03-17 17:42:18