Faculty teaching behaviors at three state-funded universities

Christa Michelle Bryant


The purpose of this study was to determine if faculty teaching behaviors differed as a function of demographic variables including academic discipline, years of experience making accommodations, academic rank, and/or gender. College faculty from three universities completed and submitted the Faculty Inventory, a questionnaire containing seven subscales with ten statements per subscale. Faculty members rated the level at which they participate in the teaching behaviors represented by the statements. Results of the data analysis indicated that academic discipline and years of experience making accommodations for students with disabilities significantly influenced teaching behaviors. Academic rank and gender were examined only by descriptive statistics. Adjuncts had the highest mean scores on five of the seven subscales including cooperation among students, prompt feedback, time-on-task, high expectations, and diverse talents. Associate professors had the highest mean scores on the student/faculty contact and active learning subscales. Females engaged in all seven subscale behaviors more frequently than males.