Teaching Developmental English: Perceptions and Motivations of One Adjunct Faculty Group

Abstract

This qualitative study describes members of the Liberal Arts/English adjunct faculty at one mid-Atlantic urban community college (MAUCC), their perceptions of the organizational climate of their program, and their satisfaction and motivation patterns. The study was designed as a case study focusing on one MAUCC department. Adjunct faculty members constitute a growing percentage of the teaching force in higher education institutions--particularly in community colleges (Eagan, 2007; National Center for Educational Statistics, 2011). With rising economic pressure, community colleges increasingly rely on adjunct faculty for teaching their students, particularly in introductory and remedial courses (Eagan, 2007; National Center for Educational Statistics, 2011). However, research suggests that, relative to students taught by full-time faculty, students in introductory courses that are taught by adjunct faculty members are less likely to be successful and to persist to degree completion (Harrington & Schibik, 2001; Eagan, 2009; Jaeger, 2009). Some research suggests that adjunct faculty's work conditions interfere with the quality of their instruction (Eagan, 2007; Lei, 2008). Other research concludes that adjunct faculty members' motivation for teaching and/or method of teaching is incompatible with the investment required for supporting community college students in developmental courses (Adamowicz, 2007; Glenn, 2008). However, little is known about the way contemporary community college adjunct faculty members perceive their role in the organization and their responsibility for promoting students' learning, development, and academic success. The completed research answers the questions: (1) How do adjunct faculty members teaching developmental courses in a community college describe their satisfaction within their current organizational roles? (2) How do adjunct faculty members teaching developmental courses in a community college perceive their responsibility toward student learning and academic success? (3) How do adjunct faculty members describe their motivation within their current role? and (4) How do these adjunct faculty members' perceptions of satisfaction, instructional effectiveness, and motivation relate to their personal background? The research is designed as a case study and focuses on adjunct faculty members teaching introductory and developmental English at one community college.