Williamson K M
College of Kinesiology, University of Illinois, Chicago.
Res Q Exerc Sport. 1993 Jun;64(2):188-201. doi: 10.1080/02701367.1993.10608796.
Few studies have focused on how university faculty learn and understand expectations of their professional role. The purpose of this study was to describe the experiences of five female physical education teacher educators in their first positions as assistant professors in research oriented universities. Data were collected using primarily qualitative methods--weekly journals and in-depth interviews. Quantitative data were gathered to compare organizational factors such as salary, load allocation, equipment, and travel funds. Data yielded five main categories concerning how and what participants learned about their faculty roles. These categories included participants' perceptions of (a) organizational structure and job facilitation, (b) work tasks, (c) support systems, (d) evaluation and feedback, and (e) participants' psychological states. All participants reported experiencing role ambiguity and stress. Clear criteria for job performance, collegial support and mentoring, and regular evaluation and feedback were cited by all participants as important factors for reducing stress and facilitating their roles as faculty.
很少有研究关注大学教师如何学习并理解对其职业角色的期望。本研究的目的是描述五位女性体育教师教育工作者在研究型大学担任助理教授这一初始职位时的经历。数据主要通过定性方法收集——每周的日志和深度访谈。还收集了定量数据以比较诸如薪资、工作量分配、设备和差旅费等组织因素。数据产生了关于参与者如何以及学到了哪些关于其教师角色的五个主要类别。这些类别包括参与者对（a）组织结构和工作便利、（b）工作任务、（c）支持系统、（d）评估和反馈以及（e）参与者心理状态的认知。所有参与者都报告经历了角色模糊和压力。所有参与者都提到，明确的工作绩效标准、同事的支持与指导以及定期的评估和反馈是减轻压力并促进其教师角色的重要因素。
