An analysis of part-time instructional faculty salary in selected community college districts /
This descriptive study reviews policies and salaries associated with full- and part-time instructional faculty from community college districts in Arizona, California, Florida, Texas, and Washington. State legislation, education codes, salary schedules, bargaining contracts and faculty handbooks pr...
| Main Author: | |
|---|---|
| Format: | Thesis Book |
| Language: | English |
| Published: |
[Place of publication not identified] :
[publisher not identified] ;
2001.
|
| Subjects: | |
| Online Access: | http://proxy.library.tamu.edu/login?url=http://proquest.umi.com/pqdweb?did=726089441&sid=1&Fmt=2&clientId=2945&RQT=309&VName=PQD |
| Summary: | This descriptive study reviews policies and salaries associated with full- and part-time instructional faculty from community college districts in Arizona, California, Florida, Texas, and Washington. State legislation, education codes, salary schedules, bargaining contracts and faculty handbooks provided the sources of analysis, with salaries obtained from salary schedules and adjusted according to the study's operational definitions. Key factors regarding absolute salary (with no adjustment for cost-of-living differences) and salary parity (part-time faculty salary expressed as a percentage of full-time salary) are the attitudes and policies in place at the individual community college districts; the salary available to part-time faculty determines high (low) standing relative to full-time faculty. State policy, the presence of bargaining associations, and geographic location (region) appear to influence salaries. Absolute salary and salary parity levels, salary schedule structure, regional differences (urban, suburban, rural), and differences by years of teaching experience were reviewed. The overview of state and district policy provides comprehensive insight into procedures related to part-time faculty issues, as well as identification of programs and pilot projects which may serve as models for other states and districts. Absolute salary and parity levels tend to be less in rural districts, relative to suburban and urban districts. Additionally, as teaching experience increases, salary parity and absolute salary decrease. Thus, part-time faculty have the best opportunity for achieving salary parity during their first few years of teaching. In Arizona, Florida, and Texas, part-time salaries are relatively constant as teaching experience increases; in California and Washington, where bargaining associations are present, part-time faculty salaries increase with experience, although not at the rate of full-time faculty. Salary parity exceeded 85 percent at some districts in California and Washington. Overall, parity levels are highest in urban districts and lowest in rural districts. Districts with the highest parity do not necessarily provide the highest absolute salary levels, and vice versa. The presence of a flat-rate pay scale, or multiple pay-level opportunities for part-time faculty, does not relate to high (or low) absolute salary or parity levels. |
|---|---|
| Item Description: | Vita. "Major Subject: Educational Administration". |
| Physical Description: | xii, 285 leaves : illustrations ; 28 cm. Issued also on microfiche from University Microfilm Inc. |
| Bibliography: | Includes bibliographical references (leaves 241-260). |