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The focus of this qualitative study was to interview a purposeful sample ofadjunctfaculty in higher learning institutions utilizing open-ended questions, which allowed the researchers to probe and explore selected participants' lived experiences and perspectives relating to factors affecting decisions to remain or leave higher learning institutions. Six final themes emerged regarding such factors, including (a) career direction, (b) number of students in the class, (c) satisfaction with the college, (d) enjoyment of higher education, (e) work for a servant leader, and (f) leadership style of the boss.
BACKGROUND
The retention of adjunct professors is essential to higher learning institutions (HLI) as high levels of retention contribute to institution effectiveness (Betts & Sikorski, 2008; Bockerman & Ilmakunnas, 2012; Caruth & Caruth, 2013; Elder & Ryan, 2016; Zinsser, 2017). Higher retention may positively influence the institution's reputation (Amos et al., 2015; Syed & Yan, 2012) and promote positive learning for students. Research suggests when professors are satisfied with their job, leadership, and the institution itself, a positive learning environment is enhanced (AAUP, 2018, 2019; Al-Smadi & Qbian, 2015; Caruth & Caruth, 2013). Low levels of satisfaction among adjunct faculty result in higher levels of turnover and lead to lower levels of institutional effectiveness through higher costs to hire and train new adjunct professors (Barnett, 2017; Bockerman & Ilmakunnas, 2012; Caruth & Caruth, 2013; Kuvakas, 2018).
The topic of adjunct professor retention and the factors influencing job satisfaction is relevant today (Al-Smadi & Qbian, 2015) as adjunct faculty are in high demand. Growth in numbers at both private and public institutions has been increasing steadily since 1975 (AAUP, 2018; GAO, 2018) from 24% to 40% of the labor force as of 2015. They now outnumber tenured faculty almost 2:1.
Adjunct faculty are critical to the operations of many HLI, and their retention is equally important. Effectiveness relates to goal and task attainment, the ability to exploit the environment, as well as leadership ability to mobilize for action (Mott, 1972). Through high quality, high quantity, information-seeking initiatives, and inventiveness, HLI can increase effectiveness and efficiency. When faced with change and challenges, resilient responses include coping, accepting, adjusting, and doing so quickly and appropriately with flexibility and adaptability (Guthrie, 2019; Hoy, 2009). Research suggests adjunct faculty may be one...