Campus Access Only

All rights reserved. This publication is intended for use solely by faculty, students, and staff of University of the Pacific. No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, now known or later developed, including but not limited to photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the author or the publisher.

The status of and associations between professional development, job satisfaction and anticipated jobretention of young faculty members in China's private colleges

Author

Yue Xu, University of the Pacific

Date of Award

2014

Document Type

Dissertation - Pacific Access Restricted

Degree Name

Doctor of Education (Ed.D.)

Department

Educational Administration and Leadership

First Advisor

Rachelle Hackett

First Committee Member

Marilyn Draheim

Second Committee Member

Delores McNair

Abstract

The purpose of this study was to (a) determine which types of professional development (PD) opportunities exist for young faculty members in private colleges in China, the extent to which they participate in them, and their perceptions of how helpful each type is; (b) gauge faculty members' level of job satisfaction and anticipated job retention; and (c) measure the degree to which these perceptions of PD helpfulness, job satisfaction, and anticipated job retention are associated. An on-line survey was completed by 732 full-time faculty members in Shanghai, 35 years or younger, who responded to demographic items; job satisfaction items adapted from the Job Descriptive Index and the Job In General measures; anticipated job retention items; and a collection of items developed by the researcher regarding the availability of, participation in, and perceived helpfulness of various types of PD. Guskey (2000)'s theory of professional development provides the theoretical framework, identifying seven major PD models: training, study groups, mentoring, observation/assessment, involvement in a development/improvement process, inquiry/action research, and individually guided activities. Results of the study indicated that : 1) Guskey's (2000) model of professional development is widespread and applicable in Chinese private colleges although web-based learning should be added; 2) young faculty members in Shanghai's private colleges are least satisfied with pay and most satisfied with colleagues and supervision; 3) over half the faculty members agreed that they were thinking about moving to public colleges; 4) the helpfulness of professional development accounts for 30.1% of the variance (a large effect) in job satisfaction and 7.2% of the variance (a small-medium effect) in job retention, beyond that accounted for by salary and discipline; and, 5) there is an indirect effect of PD helpfulness perceptions on anticipated job retention via job satisfaction. Additional findings pertaining to specific types of PD are presented along with a discussion of the implications for practice and suggestions for further research. The extent to which a variety of types of PD being used in Shanghai are perceived to be helpful may be, in part, leading to increasing young faculty members' job satisfaction and anticipated retention in Chinese private colleges.

Pages

177

ISBN

9781321400106

Recommended Citation

Xu, Yue. (2014). The status of and associations between professional development, job satisfaction and anticipated jobretention of young faculty members in China's private colleges. University of the Pacific, Dissertation - Pacific Access Restricted. https://scholarlycommons.pacific.edu/uop_etds/74

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.