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Grounded in social learning theory, it develops and tests a model using sex, academic attainment, college teaching experience, locus of control, and perceptions of organizational climate as independent variables, with locus of control and organizational climate acting as intervening factors. Findings show college teaching experience and perceived administration climate as the most influential determinants, highlighting administrators’ roles in funding and reward structures that encourage continuous instructor skill 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Cat","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What factors influence community college instructors’ participation in staff development?","Question",{"text":112,"@type":113},"The study includes sex, academic attainment, college teaching experience, locus of control, and instructors’ perceptions of organizational climate as independent variables affecting participation.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do locus of control and organizational climate operate in the model?",{"text":117,"@type":113},"They function as intervening factors between the independent variables and staff development participation rates.",{"name":119,"@type":110,"acceptedAnswer":120},"Which determinants most strongly predict participation rates?",{"text":121,"@type":113},"College teaching experience and perceived administration climate (an aspect of organizational climate) are identified as the most important determinants.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597141,1792620071,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090769181,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","# Locus of Control,Organizational Climate,and Participation in Staff Development:A Study of College Instructors\n\nJANICE R.FOLEY*and RODNEYA.CLIFTON+  \n## ABSTRACT\n\nThis study identifies some factors affecting community college instructors'participation in staff development activities.Social learning theory suggests thatboth situational and personal factors explain the behaviour of individuals.Consequently,a theoretical model explaining staff development participationrates was developed,and tested on community college instructors.Sex,academicattainment,college teaching experience,locus of control,and perception oforganizational climate,were included as independent variables.In addition,locus of control,and perception of organizational climate,were considered asintervening between these variables and staff development participation rates.The results illustrated that college teaching experience,and perception ofadministration climate,which is one aspect of organizational climate,were themost important determinants of staff development participation rates.Thissuggests that administrators play a key role in determining staff developmentparticipation rates,first by making the funds available that enable staff to accessstaff development opportunities,and secondbyestablishing an administrative andreward structure that encourages and facilitates continuous enhancement ofinstructors'skill levels.  \n## RÉSUMÉ\n\nCette étude met en lumiere quelques-uns des facteurs qui influent sur le désir departicipation des enseignants aux activités de perfectionnement professionnel.Lasociologie de I'apprentissage montre que le comportement des individus s'ex-plique àlafois par la situation donnée et par desfacteurs purement personnels.Enconséquence,nous avons établi un modele théorique visant à définirles niveaux departicipation du personnel à son perfectionnement professionnel,puis nousPavons appliqué à des enseignants de colleges communautaires.On trouve dans  \n*Doctoral student,Department of Commerce and Business Administration,University of BritishColumbiaTProfessor,Department of Educational Administration and Foundations,University of Manitoba  \nce modele diverses variables telles que le sexe,le niveau d'études,Pexpérience enenseignement postsecondaire,la source de détermination et la facon dont lesenseignants percoivent I'organisation de leur établissement.Par ailleurs lasource de détermination etlafacon dont les enseignants percoivent I'organisationde leur établissement ont été considérés comme des facteurs capables de jouer surle taux de participation aux activités de perfectionnement professionnel.Lesrésultats ont permis d'établir que I'expérience en enseignement au niveaupostsecondaire et la facon dont Ienseignant percoit I'administration de soncollege(ce qui est I'un des aspects del'organisation)sont les deuxfacteurs les plusimportants de leur participation.Ceci montre que les administrateurs deI'institution jouent un róle clé pour encourager les enseignants àparticiper àcesactivités,d'une part en attribuant lesfonds nécessaires àla mise enplace de tellesactivités et dautre part en créant un systeme de récompenses susceptiblesďencourager les enseignants à se perfectionner toujours davantage et de leurrendre ce perfectionnement plus facile.  \nThe staff development movement emerged in Canada and the United States in theearly 1970's,as educational administrators attempted to deflect public criticismsof the post-secondary educational sector(Campbell,1977;Centra,1978;Konrad,1983;Nelsen,1983).In Canada,these criticisms arose in part from disappoint-ment with the results that had emanated from the expansion of the post-secondaryeducational sector in the previous decade.At that time,a community collegesystem,geared toward vocational training,was created,in the expectation that thiswould allow Canadians to meet the labour market needs of a rapidly evolvingtechnological society,without having to import skilled workers from othercountries(Dennison,1984)","cbCainX8kxzOZHDY","https://ap.wps.com/l/cbCainX8kxzOZHDY","pdf",604799,15,"English","# Abstract\n# Résumé\n# Background and Context\n# Study Variables and Theoretical Model","[{\"question\":\"What factors influence community college instructors’ participation in staff development?\",\"answer\":\"The study includes sex, academic attainment, college teaching experience, locus of control, and instructors’ perceptions of organizational climate as independent variables affecting participation.\"},{\"question\":\"How do locus of control and organizational climate operate in the model?\",\"answer\":\"They function as intervening factors between the independent variables and staff development participation rates.\"},{\"question\":\"Which determinants most strongly predict participation rates?\",\"answer\":\"College teaching experience and perceived administration climate (an aspect of organizational climate) are identified as the most important determinants.\"}]","Locus of Control - Organizational Climate - Participation in Staff Development - A Study of College Instructors | PDF",1792084466,38]