Monday, October 26
11:30-11:45 AM
Room 3

Structural Equation Modeling (SEM) Analyses of Perceived Contextual Factors with Departmental Climate for Teaching Quality Improvement In STEM

Brief Paper ID: 58006
  1. Eman Saqr
    University of Central Florida
  2. aaa
    Richard Hartshorne
    University of Central Florida

Abstract: This study explored the correlation between perceived contextual factors (leadership, collegiality, resources, professional development, autonomy, and respect) and departmental climate for teaching quality improvement in STEM settings across institutional types and faculty’s institutional roles. Gappa et al.’s (2007) framework regarding faculty work was used to explain the explored correlation. Two hundred and seventy-eight faculty members in STEM settings across institutional types participated in the web survey. A partial least squares structural equation modeling (PLS-SEM) approach was utilized to analyze the collected data and test the research hypotheses. The results indicate there were perceived contextual factors positively correlated with departmental climate, for teaching improvement across institutional types except between collegiality and associate’s colleges. Moreover, the results revealed that although these factors are positively correlated with departmental climate for teaching improvement among faculty, regardless of their ranks, lecturers are not supported with resources, and instructors are not supported with autonomy. Further, the findings indicate that faculty in STEM are generally satisfied with and supported by their departmental climate. Research implications support the idea that for improved teaching in STEM, policy makers and stakeholders need to focus on providing support, resources, and increased autonomy for lecturers and instructors.

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