A Study of Work Engagement among Community College Instructors

This study examined how community college instructors perceive their level of work engagement. Businesses have studied work engagement, but the empirical literature on work engagement of community college instructors has been limited. The purpose of this study was to determine the extent the type of faculty member (full-time instructor versus part-time instructor), the type of class (face-to-face, online), and the course load (heavy versus light) affect the perceived level of work engagement. A secondary purpose of the study was to determine if a relationship exists between work engagement and years of teaching experience. Data were collected from 556 faculty members employed in a large community college system in Texas. Work engagement was measured by the Utrecht Work Engagement Scale (UWES). Analysis revealed that full-time faculty teaching face-to-face classes and adjuncts teaching online classes had higher perceived levels of work engagement than full-time instructors teaching online and adjunct teaching face-to-face classes. Additionally, full-time faculty teaching six or more classes and adjuncts teaching one class had higher perceived levels of work engagement than full-time instructors teaching a light course load and adjuncts teaching a heavy course load. Satisfaction was measured by Net Promoter®. Instructors were more likely to recommend taking classes than teaching at the community college. The results of this study have implications for community college instructors and administrators who work with faculty members. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]