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• W337810318 abstract "Teaching, while being only one of the three traditional areas of faculty workload, is the most readily identifiable and enduring activity of university faculty. In a recent report by the Carnegie Foundation for the Advancement of Teaching (1989), over seventy percent of respondents stated that the most satisfying aspect of their work was teaching. Numerous studies (Bass, 1979; Manger & Excellent, 1990; among others) also document that teaching is a favorite activity of faculty. Faculty also report that teaching is the most stressful aspect of their workload (Carnegie Foundation, 1989; Austin & Pilat, 1990). In the 1989 Carnegie Foundation report, 44% of professors indicated their jobs were a source of considerable personal strain and that the amount of work was a major contributor to this strain. This is consistent with other researchers' findings on job satisfaction among college faculty (Concora & Clark, 1984; Wilie & Stechlein, 1982). Bass (1977) has noted that despite the many difficulties and frustrations in teaching, most faculty would not give it up. Despite the long hours, most would reduce their work week by less than five percent. He also identified four categories associated with difficulty in teaching: external conditions, local system conditions, technological conditions, and personal conditions. Personal conditions, those associated with the challenges of keeping abreast of the advances of knowledge in the field and maintaining self-awareness, are particularly challenging for faculty. Bass concludes by adding that while the external motivating factors provided by the system, such as policy, salary, the provision of the tools of teaching, and student progress are important, internal motivators such as the satisfaction of teaching in areas of personal interest are equally important in the maintenance of faculty satisfaction. In a separate study, Bass (1981) found major differences between what is satisfying to academic and non-academic professionals. The products of university faculty's work are often intangible and more likely to be intrinsic. For academics the intrinsic satisfaction takes on a more cognitive flavor. While other professionals require direct contact with clients or products, academic professionals derive satisfaction from teaching, seeing it as an art rather than an analyzable process. Holland (1973) has shown that job satisfaction is closely related to performing tasks in line with one's own interests. When faculty do not work within their areas of interest, they tend to pay a high price for performing their duties, in the form of work-related stress. When faculty are engaged in satisfying work, stress tends to diminish greatly. Teaching courses from which the faculty derived greater satisfaction could mitigate perceived stress (Holland, 1973). The present study sought to identify which elements, if any, differentiate between satisfying and dissatisfying courses among counselor educators. More specifically, this study sought to ascertain answers to the following questions: (1) what types of courses did faculty in counselor education departments find the most satisfying/dissatisfying to teach? and (2) what common themes occur regarding professor, student, structural, and reward related factors contributing to satisfaction/dissatisfaction? Method Participants A stratified random sample of counselor educators was selected from the current faculty listed in Hollis and Wantz's (1990) Counselor Preparation 1990-92, a national directory listing faculty teaching in the counseling discipline. In order to avoid responses based on little teaching experience, the sample was limited to full-time faculty holding associate or full professor rank. In total, 100 males and 100 females were selected. Instrument A survey was designed to collect demographic data and responses indicating (by content area) which courses are satisfying/dissatisfying (and for classes not taught, to project whether the course would be satisfying or dissatisfying). …" @default.
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• W337810318 date "1994-03-22" @default.
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• W337810318 title "Counselor Educators' Perceptions of Satisfying and Dissatisfying Teaching Experiences" @default.
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