Degree Name

EdD (Doctor of Education)

Program

Educational Leadership

Date of Award

8-2025

Committee Chair or Co-Chairs

Jill Channing

Committee Members

Donald Good, Richard Rhoda, Amy Moreland

Abstract

This qualitative case study explored the perceptions of community college faculty members in Tennessee regarding the supports they feel they need to be successful academicians both inside and outside of the classroom. Thirteen faculty members participated in the study, representing the 4 faculty ranking categories at the institution: adjunct/part-time, new full-time, junior/untenured, and senior/tenured. Interviews were semi-structured to allow the participants the opportunity to share their honest experiences on what support needs they have, how those needs have been met, and what support areas they expect to emerge in the future. Four academic administrators also participated in the study in semi-structured interviews; these interviews gave a snapshot of the institutional environment which served as the case for this study.

Several themes emerged from the faculty interviews. The most overarching theme, “Faculty Supporting Faculty,” was woven throughout the others. Additional themes were New Faculty Experience, Professional Development and Training, Tenure and Promotion Support, Work/Life Balance, and Current Issues/Future Needs. The findings from this study were used to craft recommendations for best practices in creating a robust support system for institutional faculty members. The findings from this study also revealed the need for more research in the areas of support for community college faculty members as a method of not only sustaining the faculty members but also allowing them to better provide for the students at the institution.

Document Type

Dissertation - unrestricted

Copyright

Copyright by the authors.

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