PROBLEMS OF NEW FACULTY MEMBERS IN COMMUNITY COLLEGES.

TO IDENTIFY COMMON PROBLEMS, HELPFUL ADMINISTRATIVE PROCEDURES, AND EFFECTIVE ORIENTATION PROCESSES ENCOUNTERED BY NEW TEACHERS, QUESTIONNAIRES WERE SENT TO 5,628 FACULTY MEMBERS IN 429 COMMUNITY COLLEGES. FROM THE 2,783 USABLE RETURNS, NINE MAJOR PROBLEMS WERE IDENTIFIED--(1) LACK OF TIME FOR SCHOLARLY STUDY, (2) ADAPTATION OF INSTRUCTION TO INDIVIDUAL DIFFERENCES, (3) DEALING WITH STUDENTS WHO REQUIRE SPECIAL ATTENTION TO OVERCOME DEFICIENCIES, (4) OBTAINING ADEQUATE SECRETARIAL HELP, (5) UNDERSTANDING INSTITUTIONAL TEACHER LOAD POLICIES, (6) CHALLENGING SUPERIOR STUDENTS, (7) OBTAINING NEEDED INSTRUCTIONAL MATERIALS, (8) GRADING OR MARKING STUDENTS' WORK, AND (9) UNDERSTANDING COLLEGE POLICIES FOR CURRICULAR DEVELOPMENT. THREE FACTORS ESSENTIAL FOR INSTRUCTOR GROWTH WERE IDENTIFIED AS SECURITY IN ONE'S PROFESSIONAL POSITION, CONCERN FOR INSTRUCTORS AS PEOPLE, AND FREEDOM FOR THE INSTRUCTOR TO WORK OUT SOLUTIONS TO HIS OWN PROBLEMS. ORIENTATION PROGRAMS SHOULD (1) BE RELATED TO PROBLEMS IDENTIFIED IN THE SPECIFIC INSTITUTION, (2) INCLUDE BOTH FORMAL AND INFORMAL PROCESSES, AND (3) BE DIRECTED AT HELPING THE NEW FACULTY MEMBER TOWARD A COMPLETE UNDERSTANDING OF HIS ROLE IN THE COLLEGE. (WO)