Factors Influencing Intent to Stay for Faculty in Physical Therapist Education Programs: A Mixed-Methods Analysis.
Journal
Journal, physical therapy education
ISSN: 1938-3533
Titre abrégé: J Phys Ther Educ
Pays: United States
ID NLM: 9306054
Informations de publication
Date de publication:
01 Sep 2024
01 Sep 2024
Historique:
received:
14
08
2023
accepted:
15
12
2023
medline:
16
8
2024
pubmed:
16
8
2024
entrez:
16
8
2024
Statut:
ppublish
Résumé
In May 2022, the American Council of Academic Physical Therapy announced a "nationwide shortage of faculty" in entry-level Doctor of Physical Therapy (DPT) programs across the country. As the number of physical therapist education programs continue to grow, concerns with faculty shortages increase. Research on reasons faculty stay in entry-level DPT programs is limited. With a nation-wide shortage of faculty and the continued growth of DPT programs across the country, more investigation into faculty retention is warranted. Two hundred forty-four participants responded to the quantitative survey. Ten program directors (PD) and 10 faculty members (FM) completed a qualitative interview through Zoom. This mixed-methods design included a quantitative survey across 264 accredited DPT programs followed by 20 qualitative online interviews. Multiple regression was completed for the data analysis, and a phenomenological approach was used to explore perceptions of job satisfaction and organizational commitment on intent to stay. Two hundred thirty-six subjects (mean age = 50.04 ± 9.54 years; males = 63, females = 173; PD = 55, FM = 180) were included in the analysis. The multiple regression model significantly predicted intent to stay for all participants, F(9,211) = 12.43, P < .001; adj R2 = .32. Commitment to the organization was the greatest predictor of intent to stay, β = 0.61, t(0.622) = 5.05, P < .01. Three themes with 6 subthemes emerged from the qualitative analysis, the impact of leadership, making a commitment, and the Covid crisis. Encouraging leadership to focus on structural factors such as striving to establish FMs as part of the departmental team, allowing autonomy and flexibility in the teaching role, building transparency and openness with communication, and focusing on realistic and equitable workloads could potentially increase intent to stay for faculty in entry-level DPT programs.
Identifiants
pubmed: 39150257
doi: 10.1097/JTE.0000000000000334
pii: 00001416-202409000-00006
doi:
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Pagination
221-230Informations de copyright
Copyright © 2024 Academy of Physical Therapy Education, APTA.
Déclaration de conflit d'intérêts
The authors declare no conflicts of interest.
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