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FACTORS AFFECTING PARTICIPATION OF PART-TIME TEACHERS OF ADULT EDUCATION
Abstract
Considerable research attention has been given to adult learners--their characteristics, reasons for participation, and barriers to their participation. Less attention has been given to teachers of adult education. Therefore, the purpose of this study was to examine data about part-time teachers in adult education--their characteristics, reasons for teaching, and barriers to their teaching. The objectives of the study were to: (1) examine demographic data about part-time teachers, (2) examine reasons for teaching and barriers to teaching, (3) determine if significant differences exist on reasons for and barriers to teaching for selected demographic variables. Part-time teachers in non-credit community college adult education were randomly selected from a statewide population and surveyed through a written questionnaire. Seventy-one percent provided usable returns. Reasons for teaching were grouped into three categories, as were limitations to teaching. Items in each group were computed with descriptive statistics. One way analysis of variance tested differences between demographic variables and groups of limitations and reasons. A majority of the sample were between 25 and 44 years old; two-thirds were females. Over half worked full time elsewhere, and forty-one percent taught elsewhere. Most frequently indicated as experiences that prepared them for teaching were work experience, personal interest, and personal study. Findings suggested that people teach part time because: they also learn by teaching; they wish to share ideas, knowledge, or skills; they are interested in the subject matter; teaching is a personal pleasure; it gives them a sense of accomplishment. Important limitations to teaching were: the time spent in preparing and teaching; low pay and not being paid for travel or preparation; class scheduling; wide range of student knowledge/abilities. Significant differences were found between selected demographic variables and reasons for and limitations to teaching. This study provides a beginning for further investigation regarding teachers of adult education. It contains implications for adult education administrators regarding recruitment and support of part-time teachers, upon whom many programs depend extensively, and for academicians who wish to better understand the participation of part-time teachers in adult education.
Subject Area
Adult education|Continuing education
Recommended Citation
MORTON, RUTH DOROTHEA, "FACTORS AFFECTING PARTICIPATION OF PART-TIME TEACHERS OF ADULT EDUCATION" (1982). ETD collection for University of Nebraska-Lincoln. AAI8306492.
https://digitalcommons.unl.edu/dissertations/AAI8306492