Taiwanese College Instructors’ Evaluation of Their Schools: The Differences Among School Attributes and Instructor Ranks
Managing higher education is becoming increasingly difficult. How to strengthen the identifications, evaluations, and dedications of faculties to the reputation and competitiveness of their institutions is a critical issue in managing higher education. Little research on how to promote the identification of college instructors with their institutions has focused on differences among job attributes (e.g., public/private, general/technological, and science) and instructor ranks as well as the factors contributing to the differences. This study attempted to answer these questions by using a sample of college instructors obtained from the Taiwan Integrated Postsecondary Education Database. The results showed that compared with instructors at private vocational colleges, instructors at public universities were less satisfied with employment, professional development, salary and benefits, and workplace atmosphere of their institutions and tended to assign relatively lower ratings to their schools. In addition, instructors at public vocational colleges were less satisfied with employment, professional development, and the salary and benefits of their institutions compared with their counterparts at private vocational colleges, which lead to the low rating of their institutions. Analysis of differences according to rank revealed that professors and associate professors were significantly more satisfied than assistant professors with their schools in the aspects of facilities, human resources, employment, professional development, salary and benefits, and workplace atmosphere. Thus, they assigned higher ratings to their schools. Associate professors tended to identify their schools as insufficiently friendly, and thus, their ratings of their schools were the lowest.
|關鍵詞||工作環境、高等教育、教師分級、學校評價、學校屬性、work environment、higher education、instructor ranks、evaluations of the school、school attributes|