Academic qualifications, faculty development, and self-efficacy of new community college faculty

The 2008 Strategic Plan for the California Community College System listed two primary goals: (1) college awareness and access as well as (2) student success and readiness. A listed sub-goal of student success and readiness was supporting effective teaching and learning. However, the community college system does not have a universal policy for the induction and training of new faculty to ensure these goals. Instead, the system has set minimum academic qualifications and allows districts and individual instructors to utilize a variety of professional development options. Yet it is unknown whether the minimum academic qualifications and professional development activities of new community college faculty are adequate to ensure optimal student achievement. A mixed-method study using an online survey and face-to-face interviews was conducted to measure the self-efficacy of new community college instructors and to identify variables associated with these self-efficacy scores. Quantitative analyses included One Way ANOVAs and General Linear Model ANOVAs. Qualitative analysis was completed using data reduction (coding, identifying themes), data display (assembling information), and conclusion drawing and verification. Although the original research questions did not show any statistically significant relationships, qualitative inquiry revealed self-motivation and peer support to be important themes concerning professional development for new faculty members.