Type of Document	Dissertation
Author	Deggs, David M.
Author's Email Address	ddeggs1@lsu.edu
URN	etd-06292005-171700
Title	An Investigation of the Relationship between Teaching Perspectives and Faculty Development Activities among Faculty in Higher Education
Degree	Doctor of Philosophy (Ph.D.)
Department	Human Resource Education Workforce Development
Advisory Committee	Advisor Name Title Geraldine Johnson Committee Co-Chair Krisanna Machtmes Committee Co-Chair Earl Johnson Committee Member Michael Burnett Committee Member Amelia Lee Dean's Representative
Keywords	faculty development higher education teaching perspectives adult education
Date of Defense	2005-06-15
Availability	unrestricted
Abstract This study was designed to examine the teaching perspectives, teaching preparation, previous teaching experiences and involvement in faculty development activities among faculty from a research extensive university in the southern United States. A simple random sample of 536 was drawn from the institution's faculty and total of n=131 (24.4%) responded to the survey. Respondents were asked to complete the Teaching Perspectives Inventory (TPI) via the internet and complete a survey which included questions regarding demographic variables, teaching preparation, previous teaching experience, and involvement in faculty development activities. The majority of respondents were male (n=91, 70.0%), held a doctoral degree (n=119, 91.5%) and had earned tenure (n=82, 62.6%). A majority of study respondents (n=95, 72.5%) had one dominant teaching perspective. Five (3.8%) had two or more dominant teaching perspectives and 31 (23.7%) had no dominant teaching perspectives, as measured by the Teaching Perspective Inventory. The Analysis of Variance (ANOVA) procedure was used to determine if dominant teaching perspectives were discipline-specific, using the academic college or school of the faculty member's teaching appointment for grouping purposes. The results of this analysis concluded that a significant difference existed among respondents with "Apprenticeship" as a dominant teaching perspective (F=2.036, (12, 118), p=.027). A majority of the respondents (n=91, 69.5%) reported that they had completed a course or training session on teaching, while about three-fourths (n=98, 74.8%) had served as teaching assistant during graduate study. The Pearson's r correlation coefficient was calculated to determine if a relationship existed between the dominant teaching perspectives of the faculty and their participation in on-campus and off-campus faculty development activities. Results of this test indicated no statistically significant difference between the two variables.
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