Teaching From The Heart: A Grounded Theory Study of Faculty Experience and Engagement

Abstract

The purpose of this qualitative research study was to explore the employment-related experiences of faculty in a Canadian post-secondary institution and the subsequent influence on their work engagement. The study employed an initial sampling of five faculty. Intensive interviewing was used for data collection, and the study employed the use of constructivist grounded theory as described by Charmaz (2006) as the research methodology. The data analysis revealed four main categories including identity, relationships, self-talk, and the dynamics of post-secondary teaching. Multiple sub-categories also emerged in the data. It was discovered that relationships was the most prominent of the categories experienced by all five participants. The value of relationships was a major finding of the study and formulated into three sub-categories, mentorship, faculty (teacher-to-teacher) relationships, and student-teacher relationships. The benefit of interaction and support among faculty continued to transcend into other categories such as self-talk, implications of non full-time teaching, and management of engagement. Due to the importance of this finding, general recommendations and suggestions for further research are offered that may enhance the development of faculty relationships as a tool for ongoing learning and engagement. Other suggestions for institutional leaders and faculty are also offered.