TEACHING AND THE FACULTY ROLE - ENHANCING THE COMMITMENT TO INSTRUCTION IN AMERICAN COLLEGES AND UNIVERSITIES

This article focuses on the role administrative action, socialization, and self-motivation play in shaping faculty behavior related to the t eaching role. Drawing on a national database, the authors introduce a model that examines two teaching-related outcomes: (a) percentage of t ime spent on teaching and instruction and (b) preferred amount of teac hing. The authors discuss policy implications in terms of four areas: early intervention, faculty/institutional fit, work allocation and wor kload, and rewards.