White R C
J Allied Health. 1979 Nov;8(4):197-211.
Allied health faculty attitudes toward faculty development issues were determined by using a semantic differential technique. The faculty development issues included: (1) faculty evaluation by students, (2) faculty evaluation by peers, (3) faculty evaluation by chairperson and/or program director, (4) continuing education and (5) faculty tenure. Subjects (n=128) included students and graduates of a graduate program in allied health education and administration (program affiliates) with a master's degree in education. Other subjects included faculty located within geographic proximity to the graduate program who had received a master's degree other than in education as their most advanced degree (nonprogram affiliates). Differences in allied health faculty attitudes toward the faculty development issues were attributed to the degree to which faculty had been socialized into the educational system. Four factors emerged from factor analytic procedures on which subject attitudes were compared: the merit, organization, style and rigor of faculty development activities. Significant differences were found among program affiliates but no between program affiliates and nonprogram affiliates.
通过使用语义差异技术确定了联合健康专业教师对教师发展问题的态度。教师发展问题包括：（1）学生对教师的评价，（2）同行对教师的评价，（3）系主任和/或项目主任对教师的评价，（4）继续教育和（5）教师任期。受试者（n = 128）包括联合健康教育与管理研究生项目的学生和毕业生（项目附属人员），他们拥有教育硕士学位。其他受试者包括居住在该研究生项目附近、拥有除教育硕士学位以外的最高学位的教师（非项目附属人员）。联合健康专业教师对教师发展问题的态度差异归因于教师融入教育系统的程度。通过对受试者态度进行比较的因素分析程序得出了四个因素：教师发展活动的价值、组织、风格和严格程度。在项目附属人员之间发现了显著差异，但在项目附属人员和非项目附属人员之间未发现显著差异。
