Perceptions of Teaching Importance Among Associate and Full Professors at Regional,Public Universities

Abstract

Background

Research on perceptions of the promotion process among psychology faculty at teaching-intensive institutions is missing.

Objective

We examine whether perceptions vary by academic rank and faculty gender.

Method

We surveyed 386 associate and full psychology professors at regional, public universities in the United States to measure perceptions of (1) the importance of effective teaching, scholarly productivity, and service activities and (2) the clarity of the criteria and standards, for promotion from associate to full professor.

Results

Teaching was regarded as the most important criterion for promotion to full professor. However, full professors regarded teaching as more important than did associate professors. Perceived teaching importance was positively correlated with perceived clarity of criteria and standards for promotion. Women regarded promotion criteria as less clear than men. Mentoring was positively correlated with the intention to apply for promotion.

Conclusion

Faculty who perceive that their institution strongly values teaching perceive greater clarity regarding the relative importance of teaching, research, and service for promotion, as well as how excellence in these areas is judged.

Teaching Implications

Teaching is the most important criterion for promotion to full professor among faculty at regional public universities.

Keywords

faculty development teaching effectiveness professional development interdisplinary issues

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