Faculty Motivation for Online Teaching and Learning

The study will examine which factors predict faculty motivation in online learning. Additionally, the study will investigate the relationship between faculty perceptions of online learning and overall online teaching and learning and the relationships that exist between perceptions of administrative support and self-efficacy for online learning. The study's findings will provide insight into how institutions can support faculty teaching in the growing online modality. The overarching method for this study is a nonexperimental quantitative study. This method will collect numerical data that can be used to measure various aspects of behavior, including attitudes. The study's participants will be faculty members at an online higher education institution in the United States. A convenience sampling method will be used to collect the sample due to logistical and time constraints. The Online Teaching Motivation Scale (OTMS) will measure educator motivation on three subscales: teacher self-efficacy for online teaching, teacher perceptions of online teaching and learning, and perceived administrative support for online teaching with 24 4-point Likert scale questions. Results from the study indicated that years of experience teaching online, gender, and perceptions of administrative support are variables that combined help predict faculty motivation in online learning. There is a statistically significant correlation between perceptions of online teaching and learning and both years of experience and years of experience teaching online. Furthermore, full-time faculty members reported significantly higher perceptions of online teaching and learning. Lastly, there was a significant correlation between administrative support and self-efficacy for online teaching and learning.