Faculty Satisfaction with Institutional Support for Online Teaching

With a steady increase in online education (OE) enrollments each year from 2002-2024, including an unprecedented emergency move to online instruction during the Spring of 2020, instructors must be prepared to meet the increasing demand for OE. Higher Education faculty members who taught at least one 50–100% online course participated in this research. This quantitative study describes faculty perceptions of institutional support for online teaching, including the time to design and develop online courses, access to technology tools, training to prepare for online teaching, technical support, incentives for teaching online, and online teaching policies. There are differences among faculty ranks (adjunct, lecturer, associate, and professor) and faculty members’ satisfaction with institutional support for online teaching. Results show a strong negative linear relationship between the number of years faculty taught a course online and their satisfaction with online teaching policies implemented by their institution. Results also show a strong negative correlation between age and the affordances of the online learning environment. Given the current state of OE, the relevance of faculty satisfaction, and the necessity of support for online teaching, it is imperative to consider the characteristics of faculty members and their satisfaction with teaching and learning online as an initial step to making decisions about OE.