Electronic Theses and Dissertations


Judi Waldrip



Document Type


Degree Name

Doctor of Education


Higher & Adult Education

Committee Chair

Ronald Platt

Committee Member

Karen W. Kitchens

Committee Member

Colton D. Cockrum

Committee Member

Daniel Collier


The purpose of this study was to examine the relationship between work-life balance and faculty perceptions of promotions in academia using Vroom’s (1964) Expectancy Theory of Motivation as the theoretical framework. The study was conducted at two universities in the Southeast, and all faculty were invited to participate in an online survey. Multiple regression analysis was used to test three hypotheses relating to expectancy, instrumentality, and valence. These three factors were used for the dependent variables. The same independent variables were used for each regression model, and they included age, gender, tenure status, marital status, children under the age of 18 living in the household, and academic rank. The regression model for expectancy was not statistically significant. The model for instrumentality was statistically significant, and the data suggested that as individuals get older, their perception for advancement opportunities decline. Instructors were less likely to perceive opportunities for advancement than professors. The regression model for valence was also statistically significant, and the results suggested that females valued rewards more than non-female participants. Although, the regression models for instrumentality and valence were statistically significant, the independent variables explained a small percentage of the variability in the dependent variable. These results suggest that other elements account for faculty expectations for work improvement.


Data is provided by the student.

Library Comment

Dissertation or thesis originally submitted to ProQuest


Open Access