The landscape of higher education is continually evolving, driven by increasing demands for academic rigor, program expansion, and responsiveness to workforce needs. As institutions strive to maintain academic excellence while adapting to changing educational paradigms, many have adopted policies mandating faculty to teach new courses each semester or academic term. While assigning new courses is intended to diversify curricula and enhance student learning opportunities, it raises concerns regarding its impact on faculty competence, expertise, job satisfaction, and overall teaching effectiveness. Requiring faculty to teach new courses regularly can lead to a dilution of expertise. Instructors who are experts in specific subjects may be compelled to step outside their areas of specialization, which can undermine the depth of knowledge and quality of instruction students receive. When faculty members are stretched thin across diverse topics, their ability to provide nuanced insights and thorough understanding may diminish, potentially compromising the academic rigor that institutions aim to uphold.

The purpose of this study is to explore nursing faculty members' perceptions of institutional expectations to teach different courses each semester and to examine how these changing assignments affect their teaching effectiveness, job satisfaction, and perceived competence. By examining the effects of course assignments in nursing programs, this study aims to inform institutional policies that better support faculty competence, satisfaction, and teaching effectiveness, ultimately contributing to more sustainable and high-quality teaching practices.

The requirement for faculty to teach new courses each term affects their ability to develop specialized knowledge and expertise. According to Benner's model, competence progresses through stages: novice, advanced beginner, competent, proficient, and expert (Benner, 1982). Achieving expertise requires ongoing engagement, continuous professional development, and opportunities to refine teaching practices. Frequent shifts in course assignments hinder faculty from deepening their understanding of specific subjects, as they struggle to allocate time for scholarship, service, student engagement, and curriculum development.

This fragmented focus can limit faculty growth, often preventing them from advancing beyond the novice or advanced beginner stages, which undermines the quality of education and the depth of understanding necessary for effective teaching. Research shows that high teaching loads and constant changes in assignments can impede professional growth and foster feelings of inadequacy among faculty (Halat et al., 2023; Jomuad et al., 2021; Kanwal et al., 2023). This instability may inhibit meaningful scholarly activities that enhance teaching effectiveness and contribute to their disciplines.

Studies have shown that when faculty members experience high levels of job satisfaction, they are more likely to be engaged, motivated, and effective in their teaching (Hoque et al., 2023). Conversely, when faced with the stress of constant course assignment changes, faculty may report lower satisfaction levels, leading to burnout and decreased teaching effectiveness.

Frequent course assignments can lead to feelings of instability and insecurity, particularly among non-tenure track faculty, who may already face challenges related to job permanence and institutional support (American Association of University Professors, 2023; Owens et al., 2018; Xu & Ran, 2022). This dissatisfaction can manifest in negative outcomes, including reduced motivation to innovate in teaching practices, diminished commitment to institutional goals, and a lack of investment in student success. Furthermore, the impact of job dissatisfaction extends beyond faculty; it can affect the entire educational environment, affecting student engagement, retention, and academic performance.

Faculty workload policies vary, with some institutions implementing frequent course assignment changes to meet evolving educational needs (Kaufman, 2007). Transparency and open communication between faculty and administration are essential for keeping faculty informed about curriculum changes and assignments, ultimately facilitating better preparation and success. Clear policies developed with faculty input can foster a culture of trust within the institution. Research indicates that a lack of communication and transparency impacts faculty job satisfaction (Hofmann & Strobel, 2020).

However, empirical evidence on how such policies affect faculty development and job satisfaction remains limited. There is limited evidence that course assignments enhance faculty confidence and commitment to teaching, research, and clinical practice, highlighting the importance of matching faculty expertise with course responsibilities. While there is a general understanding that course assignments can impact job satisfaction, the specific relationship between faculty expertise in assigned courses and the frequency of new assignments has not been thoroughly explored. This research aims to fill that gap by surveying nursing faculty across accredited undergraduate and graduate programs to provide a comprehensive understanding of how new course assignments influence faculty performance and well-being.

When academic administrators understand how course assignments impact faculty, both positively and negatively, they can make more informed decisions to better support faculty growth and improve the overall work environment. This study offers insights into current practices, providing evidence-based recommendations to guide more effective policy implementation. Beyond contributing to the broader discussion on academic workload, the research offers practical strategies for enhancing faculty experiences—and, by extension, the quality of education delivered to students. By examining the intersection of workload policies, faculty competence, satisfaction, and teaching effectiveness, the study supports data-driven approaches to aligning institutional priorities with faculty well-being and instructional excellence.