The impact of faculty disengagement on student success

In the dynamic landscape of education, the engagement level of faculty plays a pivotal role in shaping student experiences and outcomes. Recent studies have highlighted the profound impact of faculty enthusiasm and commitment on student achievement, personal development, and overall classroom atmosphere (Che Ahmad, Shaharim, & Abdullah, 2017; Guzzardo et al., 2021; Ingraham, Davidson, & Yonge, 2018).

To address the issue, we need to understand the sources of faculty disengagement and its effect on students. With that knowledge, we can explore potential strategies for fostering a more positive educational environment for faculty and students alike.

Reasons for disengagement

The causes of faculty disengagement are varied and complex. Burnout, resulting from the demanding nature of academia, is a significant factor (Pope-Ruark, 2022). The pressures of balancing teaching responsibilities, research expectations, and administrative duties can overwhelm educators. Additionally, a lack of recognition for their efforts can severely impact faculty motivation (Daumiller, Stupnisky, & Janke, 2020). When faculty feel undervalued, their commitment to delivering high-quality instruction may waver.

Curriculum constraints and resource limitations further exacerbate the issue of faculty disengagement. Rigid or outdated curricula can stifle creativity and dampen enthusiasm among educators, making it challenging to maintain an engaging classroom environment (Pelosi, 2023). Furthermore, insufficient access to standard technology and professional development opportunities can hinder faculty’s ability to implement innovative teaching strategies (Bowman et al., 2022). These factors collectively contribute to a sense of professional stagnation and disengagement.

Effects on students

The impact of faculty disengagement on students is significant and far-reaching. Academic performance often suffers when faculty struggle to create stimulating learning environments. I spoke with Angela Cerriteno, an Educators Rising student leader from New Mexico, about her perceptions of teachers’ engagement. She told me, “When teachers show lack of engagement in class, it sets the tone for the students’ behavior. It affects our motivation to be an active voice in the classroom.” This sentiment underscores the reciprocal nature of classroom dynamics and the importance of faculty engagement in fostering student participation and achievement.

Beyond academic instruction, faculty play an essential part in students’ personal growth and development. Disengaged educators may be less effective in nurturing critical soft skills and providing mentorship, potentially hindering students’ holistic development (Dumais & Wolf, 2024). The overall classroom atmosphere can deteriorate when faculty display a lack of enthusiasm. Angela notes, “The classroom atmosphere feels heavy once a teacher displays actions of disinterest. The students can take it as a sign to start slacking off in class, causing them to lose productivity.” This observation highlights the contagious nature of disengagement within the classroom.

However, engaged and enthusiastic faculty can have a transformative effect on student experiences. Faculty engagement can make even challenging subjects more palatable and enjoyable for students. Angela shares a positive encounter: “I decided to take AP Precalculus my junior year thinking it would be just like the past classes. Surprisingly it was easy and fun. The only difference was the teacher’s enthusiasm to help us understand the complex equations.” This example illustrates how engaged faculty can inspire and motivate their students, even in traditionally difficult subject areas.

Strategies for improving engagement

To address faculty disengagement, educational institutions should consider a range of strategies.

• Ongoing professional development opportunities can help faculty stay current with innovative teaching methods and maintain their enthusiasm for their subjects (Gore & Rickards, 2021).
• Recognition programs that acknowledge faculty efforts can boost morale and motivation (Seppala & Smith, 2020).
• Investing in modern educational resources and technology can empower faculty to deliver more engaging lessons (Bowman et al., 2022).
• Ultimately, adopting a collaborative and supportive professional community can combat feelings of isolation and reinvigorate faculty’s passion for their work (Matson & Shoaf, 2023).

Educational institutions can enable educators to teach more effectively and improve student outcomes by putting these techniques into practice.

Support educators to support students

Creating a supportive and engaging educational atmosphere not only invigorates faculty members, but also promotes a more energetic and enriching environment for learners. The engagement level of faculty significantly influences the educational experience and success of students.

By addressing the root causes of faculty disengagement, educational institutions can create a more positive and effective learning environment. As research continues to demonstrate the critical role of faculty engagement in student success, it becomes increasingly important for stakeholders in education to prioritize strategies that foster faculty enthusiasm and commitment.

References

Bowman, M.A., Vongkulluksn, V.W., Jiang, Z., & Xie, K. (2022). Teachers’ exposure to professional development and the quality of their instructional technology use: The mediating role of teachers’ value and ability beliefs. Journal of Research on Technology in Education, 54 (2), 188-204.

Che Ahmad, C.N., Shaharim, S.A., & Abdullah, M.F.N.L. (2017). Teacher-student interactions, learning commitment, learning environment and their relationship with student learning comfort. Journal of Turkish Science Education, 14 (1), 57-72.

Daumiller, M., Stupnisky, R., & Janke, S. (2020). Motivation of higher education faculty: Theoretical approaches, empirical evidence, and future directions. International Journal of Educational Research, 99, 101502.

Dumais, K.P.R.L. & Wolf, A.T. (2024). Empowering academic excellence: The role of organizational student leaders in a culture of learning, collaboration, and personal growth. LearnSynergy Global Institute: Journal of Global Insights on Education and Innovation, 1 (2).

Gore, J. & Rickards, B. (2021). Rejuvenating experienced teachers through quality teaching rounds professional development. Journal of Educational Change, 22 (3), 335-354.

Guzzardo, M.T., Khosla, N., Adams, A.L., Bussmann, J.D., Engelman, A., Ingraham, N., & Taylor, S. (2021). “The ones that care make all the difference”: Perspectives on student-faculty relationships. Innovative Higher Education, 46, 41-58.

Ingraham, K.C., Davidson, S.J., & Yonge, O. (2018). Student-faculty relationships and its impact on academic outcomes. Nurse Education Today, 71, 17-21.

Matson, M. & Shoaf, R. (2023). Educating with passion and purpose: Keep the fire going without burning out. John Wiley & Sons.

Pelosi, L. (2023). Disrupting the rhetoric of education: separating the spin of teaching and learning from the reality. Qualitative Research Journal, 24(2), 23-38.

Pope-Ruark, R. (2022). Unraveling faculty burnout: Pathways to reckoning and renewal. JHU Press.

Seppala, N. & Smith, C. (2020). Teaching awards in higher education: a qualitative study of motivation and outcomes. Studies in Higher Education, 45 (7), 1398-1412.

This article was written as part of PDK’s 2024 Emerging Leader and Distinguished Educator programs.