Expectation vs. Reality Experiences in the Workplace among Beginning College Instructors: Inputs to New Employee Development
Keywords:
Expectation vs. Reality, New Employee Development, Beginning college instructorsAbstract
This study explores the expectation vs. reality experiences of beginning college instructors in terms of workload, instructional management, professional growth, and social climate. The paper also provides inputs to new employee development for beginning college instructors in higher education. A phenomenological research design was utilized through semi-structured in-depth interviews to selected beginning college instructors. Data gathered were presented and interpreted through thematic analysis. Results reveal mismatches and matches on the expectation vs. reality experiences of beginning college instructors in various aspects. Mismatches include knowledge acquired vs. knowledge required, instructor’s duties and responsibilities, required time for work, gravity of assigned tasks, teaching loads, classroom instruction, students’ performance, students’ discipline, internal motivation, required competencies in teaching, impressions among colleagues, collaboration and socialization with colleagues and students. On the other hand, matches on expectation vs. reality experiences were revealed on the aspects of contract content and implementation, assistance and guidance from colleagues, teaching guide, students' regards to instructors, pursuing graduate studies, trainings and other flexible learning activities, professional conduct, and harmonious relationship with co-workers. As inputs to new employee development, these aspects may be considered as bases in planning what learning content, learning strategies, and administrative support can help new employees successfully adjust to their new work environment.
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