A comparison of faculty role ambiguity and role conflict at freestanding and component community and technical colleges in West Virginia /
A Comparison of Faculty Role Ambiguity and Role Conflict at Freestanding
and Component Community and Technical Colleges in West Virginia
Pamela Casto Hamilton
The purpose of this study was to determine the difference, if any, between the levels of
role conflict and role ambiguity as perceived by full-time faculty at two types of community and
technical colleges in West Virginia. Full-time faculty from two freestanding and seven
component institutions participated. Demographic characteristics were also compared with role
conflict and role ambiguity by institutional type.
Two survey instruments were mailed to the total population of 332 faculty. A return rate
of 61% was attained. Role variables were measured with the Role Perception Questionnaire
Lirtzman, 1970). A Faculty Demographic Questionnaire was used to collect
(a) personal factors, (b) professional qualifications, (c) work conditions, and (d) the intent to
leave or stay the current position.
A faculty profile emerged of a male or female who is at least 50 years old, holds a
master's degree and academic rank of professor, was not part-time before becoming full-time
faculty, with more than 10 years of teaching experience, more than 10 years of teaching
experience at the present site, required to teach 12 or more credit hours per semester, and did not
intend to leave the position within the following year. Several parallels existed between the
survey participants and their counterparts as discussed in the literature.
The results of the correlation analysis comparing role conflict by institutional type were
not statistically significant. Role ambiguity was statistically significant at freestanding
institutions. The scale scores for faculty role ambiguity and role conflict coefficients were
negatively correlated and statistically significant.
The use of role conflict and role ambiguity as separate constructs was supported by the
findings. Recommendations were made for future research to assist policymakers and
administrators in developing strategies to manage faculty role conflict and role ambiguity and its
negative impact on organizations and employees.
School:West Virginia University
School Location:USA - West Virginia
Source Type:Master's Thesis
Keywords:community college teachers technical education role conflict west virginia
Date of Publication: