The purpose of this study was to examine the perceptions of faculty in Washington State regarding climate for instructional improvement. The Survey of Climate for Instructional Improvement (SCII) was administered to faculty at a community college in Washington State. Through exploratory factor analysis, four factors emerged which aligned with four antecedents of change-oriented organizational citizenship behavior (OCB) proposed by López-Domínguez et al. Responses were compared using t-tests, analysis of variance (ANOVA), and multivariate analysis of variance (MANOVA) for faculty status (full-time and part-time), academic division, gender identity, race/ethnicity, and years of teaching experience.
The primary finding of this study was the theoretical alignment of the four factors with the four antecedents of change-oriented OCB: Developmental Leadership, Support for Innovation, Resource Availability, and Supportive Leadership. This study also found that full-time faculty reported a lower perception of Resource Availability than part-time faculty. Additionally, faculty with 8-20 years of teaching experience reported lower perceptions of climate for instructional improvement than faculty with 0-7 and 21 or more years of experience. Finally, the mean perceptions of climate for instructional improvement were consistently higher for non-white faculty than white faculty.
This study’s findings have implications for policy and practice, including the importance of support for department-level leadership and the possibility of using the four factors to improve climate for instructional improvement through evaluation, assessment, and program review.