Stress in newly hired, novice faculty: Causes, coping strategies, and interventions for faculty and institutions
AuthorPugh, Karen Lavinia, 1965-
AdvisorDinham, Sarah M.
MetadataShow full item record
PublisherThe University of Arizona.
RightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
AbstractThe research questions for this study focus on the stress level reported by new faculty, the causes of stress, and the coping strategies used to deal with stress. Data from the New Faculty Project of the National Center for Postsecondary Teaching, Learning, and Assessment, were analyzed to understand the experiences of newly hired faculty at Research-I, Comprehensive-I, Liberal Arts-I, and Two-Year Institutions. Newly hired non-tenured, and below associate professor rank faculty were selected from the initial sample of 177 newly hired faculty; 136 faculty completed surveys, and 95 faculty completed interviews for each of the first three years of their employment. A moderate level of stress was reported and remained relatively stable over time. The causes of faculty stress were of three types: those innate to the position, those due to being new, and those due to life stressors. Three types of coping strategies were employed: those providing a solution, those allowing faculty to maintain, and those in which faculty "gave up".
Degree ProgramGraduate College