Relationship of Principals Academic Decision-Making Practices with Faculty Morale: A Study of Colleges in Punjab

This study examines the relationship between principals academic decision-making practices and faculty morale. A descriptive survey study has been adopted. The population of the study comprised all the faculty members working in public sector colleges of Punjab, province of Pakistan. Two questionnaires based on five-point Likert Scale, namely Academic Decision-Making Practices (ADMP) questionnaire to measure practices was adopted by the principals and Faculty Morale Scale (FMS) to measure morale of teaching faculty. The collected data were analyzed using frequency, percentage, correlation coefficient and linear regression model. A positive significant relationship between principals academic decision making practices and morale of faculty members was found. Some academic decision-making practices like decisions based on policy matter, promote academic development, power delegation, employees participation collect information and planning are significantly correlated with morale of faculty. While, some practices such as diplomacy and use rules to suit themselves do not correlate with morale.

Faculty Morale: A Perspective for Academic Leaders

Faculty morale plays an important role in academic life. Morale influences faculty behavior, productivity, and quality of teaching; ultimately affects student learning and program quality; and is predictive of faculty turnover. It is an often overlooked but worthy challenge for academic leaders. This article examines faculty morale, its meaning, and factors that influence it and explores strategies for promoting it in a university department. Faculty morale is a cognitive, emotional, and motivational approach toward the work of the department and may be reflected by a sense of common purpose, group cohesion, and a sense of personal value in the organization. Research shows that faculty morale is affected by various aspects of work life including workload, supportive resources, and recognition. However, evidence also suggests that 2 of the strongest variables influencing morale are relationships with colleagues and perceptions of the abilities and actions of the department leader. Strategies are suggested for promoting faculty morale that are derived from the research, a survey of department chairs, and experience.

Roles of administrators in Ensuring the quality of online programs

Roles of administrators are often overlooked when discussing the quality of online education. Administrators have long assumed the pivotal influence on school policies, faculty morale, and learning atmosphere. This paper will examine the challenges administrators face and their new roles of quality assurance for online education. Recommendations will also be made for improving the quality and success of online programs.

Correlations of Perceived Power Discrepancies with Ratings of Faculty Morale

The present study examined the five discrepancies in power—coercive, reward, legitimate, referent, and expert—between faculty and the department head as predictors of faculties' job satisfaction, involvement, and alienation in department heads' influence system. The differences between subjects' ratings of their perceptions of the department heads' use of power and the ratings assigned to their preference for superiors' use of power constituted the operational definition of discrepancy in power. Analysis indicated that alienation was significantly and positively correlated with discrepancies in coercive, reward, and legitimate power; involvement had significant negative correlations with discrepancies in coercive, referent, and expert power; satisfaction had significant negative correlations with discrepancies in coercive and legitimate power. Discrepancy in rated use of coercive power had the most consistent and significant correlation with all three indexes of faculty morale. One might conclude that the measurement of discrepancies in power might predict morale of faculty.