Faculty Job Satisfaction Research Articles

Faculty Job Satisfaction Increases, Although Support Gaps Remain

Faculty Job Satisfaction Increases, Although Support Gaps Remain

Faculty job satisfaction increases, although support gaps remain

Despite challenges in higher education, most faculty members are reporting increased job satisfaction over last year, according to a study published by Cengage.

Assessing Faculty Job Satisfaction and Retention in Private Colleges

This study aims to elucidate the impact of job satisfaction on faculty retention, which refers to private colleges capacity to retain its employees, particularly those who possess exceptional talent. Organizations implement a range of retention activities with the aim of retaining their staff. Retention activities can be characterized as a collection of efforts that are intended to enhance the level of organizational commitment among faculty staff, providing them with a wide range of ambitious possibilities to excel and develop. The maintenance of faculty retention is crucial for the ongoing viability of college operations and has the potential to serve as a significant competitive advantage for an organization over an extended period of time. The growth of the higher education system is being threatened by faculty unhappiness and a decline in the number of qualified individuals opting for a career in academia. Within the dynamic realm of higher education, the issue of faculty job satisfaction and retention in private colleges has gained significant relevance. It is crucial for educational institutions to not only attract highly skilled instructors but also retain them in order to maintain a consistent level of academic excellence and foster institutional growth. The primary objective of this research endeavor was to investigate the many aspects of faculty job satisfaction and retention inside private institutions. Additionally, the study sought to uncover potential relationships among these dimensions. The reported findings offer valuable insights into key facets of faculty life within these institutions, offering potential guidance for the development of policies and procedures aimed at improving both teacher satisfaction and long-term dedication. This study article aims to examine the correlation between faculty job satisfaction and retention in private colleges located in Pune, Maharashtra.

Human Resource Development in the Higher Education Institutions: A Case study

This article presents an in-depth case study exploring the dynamics of Human Resource Development (HRD) practices in Higher Education Institutions (HEIs). As the landscape of higher education undergoes rapid transformations, the importance of nurturing a skilled and adaptable workforce within academic institutions becomes increasingly vital. The study delves into the strategies, challenges, and outcomes of HRD initiatives undertaken by a prominent HEI, providing valuable insights into optimizing human capital development in academia. The research employs a mixed-methods approach, combining qualitative interviews with key stakeholders, such as faculty members, administrators, and HR personnel, alongside quantitative data from surveys and performance metrics. Through this comprehensive methodological design, the study analyzes the alignment of HRD policies with the institution's strategic objectives, identifying the factors that influence successful HRD implementation. Findings from the case study shed light on the significance of faculty development programs, talent retention strategies, and the role of leadership in fostering a culture of continuous learning and growth within the HEI. Additionally, the research uncovers the impact of HRD on faculty job satisfaction, professional development, and overall institutional performance. The case study reveals challenges encountered during the HRD process, such as financial constraints, resistance to change, and the need for ongoing evaluation and adaptation of HRD initiatives. Addressing these challenges is crucial for the successful implementation of HRD practices that ensure sustainable institutional success. This article contributes to the growing body of knowledge on HRD in the context of higher education. It offers practical implications for HEIs seeking to enhance their HRD frameworks, providing evidence-based guidance to academic leaders, policymakers, and HR professionals in their pursuit of fostering a skilled and engaged workforce in higher education institutions. Ultimately, the research advocates for a proactive approach to HRD, one that empowers faculty and staff to thrive in an ever-evolving educational landscape, benefiting both the institution and its stakeholders.

Who is Sitting in the Chair? Job Satisfaction of Women and Men Department Leaders

This study explores an understudied yet critically important role in higher education: the academic department chair. Building on research related to the gendered organization of faculty life and using a national sample of department leaders per the COACHE Faculty Job Satisfaction Survey (n = 1,173), we use descriptive discriminant analysis to identify the set of factors that differentiate between the job satisfaction of women and men who hold department leadership positions at four-year colleges and universities. Findings indicate a clear difference between women and men department leaders in how satisfied they are with their jobs, particularly when it comes to time spent on research, salary, and beliefs about the importance of mentoring. Recommendations and implications for academic leadership are discussed.

Predictors of Nursing Faculty Job and Career Satisfaction, Turnover Intentions, and Professional Outlook: A National Survey.

Retaining talented and experienced nurses in clinical practice and academia is crucial for maintaining continuity, ensuring high-quality care and education, and fostering a positive work environment. Although factors influencing nursing staff retention are well documented, little is known about how workplace factors impact nursing faculty retention outcomes. A national survey involving 645 nursing faculty across Canada was undertaken. Multivariate regression analysis with interaction effects was conducted to determine the association between work-related factors (i.e., workplace culture and work-life imbalance) and faculty job and career satisfaction, turnover intentions, and professional outlook. Supportive workplace culture positively influenced faculty job and career satisfaction and professional outlook, while it negatively impacted turnover intentions. Conversely, work-life imbalance decreased faculty job and career satisfaction and professional outlook (i.e., confidence in nursing program, profession), and it increased intentions to leave the job. Our results offer insights into the work-life experiences of Canadian faculty members and shed light on key factors that impact their job-related outcomes. In the context of competing resources, every effort must be made to improve modifiable workplace factors such as the academic work environment and create targeted interventions and policies to promote faculty retention.

Nursing Faculty Job Satisfaction During COVID-19: A Mixed-Methods Study.

The aim of this study was to understand stress, resilience, and compassion satisfaction of nursing faculty during the COVID-19 pandemic and identify factors related to their job satisfaction. The impacts of COVID-19 on faculty stress, resilience, compassion satisfaction, and job satisfaction were unknown. A mixed-methods survey was distributed electronically to nursing faculty in the United States. Compassion satisfaction and resilience were positively correlated with job satisfaction; stress and job satisfaction were negatively correlated. Feeling safe to teach, feeling supported by administration, and spending more hours teaching online were positively associated with job satisfaction. Three themes were identified: challenges in the workplace, struggles with personal stressors, and building capacity in the face of the unknown. Faculty reported a strong professional commitment to nursing education during the COVID-19 pandemic. Leadership that supported faculty through concern for their safety contributed to participants' ability to respond to the challenges experienced.

Descriptive predictors of nursing faculty’s job satisfaction

Introduction: Nursing shortages are directly impacted by the growing number of faculty vacancies in the United States. Many factors contribute to these vacancies including age, retirement, compensation, lack of funding for positions, marketplace competition, geographical area, lack of qualified applicants, and workload. The retention of qualified nursing faculty is crucial to the future health care system and to higher education institutions with nursing programs. Identifying work factors that consistently influence faculty members' intentions to remain in academia is crucial to ensuring public health with a robust nursing workforce of the future. The purpose of this article is to present an overview of the literature related to determining job satisfaction and job descriptive work-engagement levels of individuals who are employed as higher education faculty members in the field of nursing.Description: Retention efforts for nursing faculty, due to shortage, have become necessary to examine how faculty perceive their engagement with teaching. A descriptive, correlational project study design was performed using an invitation to complete an online survey via Qualtrics as a part of a larger study of nursing faculty. This article will examine six predictor variables of the Job Descriptive Index (JDI) and the Job in General (JIG).Discussion: This study explored the job descriptive index and job satisfaction of faculty in nursing schools as it relates to an assortment of descriptive variables, including demographics, pay, supervisors, rank, peers, and workload reflections. Nursing faculty perceptions of promotion opportunities, salaries, resources, and support play an important role in attracting, hiring, and retaining nursing faculty, as shown by the results of this study. The findings from this study can serve higher education institutions in ascertaining the satisfaction variables that can be altered to attract and retain faculty in nursing.

Factors of Faculty Job Satisfaction in the Tertiary Travel Education: A Global Pandemic Scenario

During this global pandemic, people in different sectors are really passing hectic days with mental and physical illness especially teachers or faculties who are providing online education at the tertiary level. This paper aims at finding the factors associated with job satisfaction for them. We discussed the job satisfaction attributes by using a regression model with factors analysis. For doing this research, we collected data from private and public universities in Bangladesh through Google form and analyzed the data with SPSS 26.0. The factors that we found through literature review include Monetary factors, Professional development factors, Physical factors, and psychological factors. We found that these factors have a direct impact on job satisfaction for teachers at tertiary level especially in this global pandemic and found our model significant. This paper will be helpful for the university authority to take proper steps to enhance the job satisfaction for faculties.

Major Determinants of Faculty Retention-Remuneration, Research & Role Clarity: A Case Study on Private Universities in Bangladesh

Faculty retention is an outcome of a large number of variables including demographic characteristics, policies and practices of universities, salary structure, working environment, university itself, interesting course, research facility, faculty job satisfaction, faculty commitment, campus facility, career growth opportunities and so on. This paper focuses on the assessment of three individual factors: salary and benefits, research facilities and role clarity of academics on faculty retention of private universities in Bangladesh. We attempted to present an empirical analysis of the data collected throughclosed-ended structured questionnaires.The association among the variables has been assessed by reliability, descriptive statistics, correlation, regression and ANOVA. Findings of this paper represent very strong positive relationships between role clarity of academics and their intention to stay with current universities. Salary and benefits have moderate impact on faculty retention while research facility has the least contribution among the three stated variables of this paper. Hence, management of the private universities should be concerned with the expectations of the clarity of roles that they deserve from their universities if universities really want to retain them as one of the most important resources to provide services to the society. Highly competitive compensation packages must be offered to faculty members to have their long-term service for the betterment of the universities. Though the research facility carries least importance to faculty retention it cannot be overlooked as it helps to place the universities in world ranking. Keywords: Faculty Retention, Remuneration Package, Research Facility, Role Clarity, Job Satisfaction, Private University DOI: 10.7176/EJBM/15-7-04 Publication date: April 30 th 2023

Faculty that Look Like Me: An Examination of Historically Black Colleges and Universities Accounting Faculty Motivation and Job Satisfaction

ABSTRACTHistorically Black colleges and universities (“HBCU”) provide an academic environment that contributes to increased student success and social mobility. However, this environment introduces unique working conditions for faculty members. The existing academic literature does not provide evidence about the motivation and job satisfaction of HBCU accounting faculty. This study addresses that gap and provides survey evidence on this unique group's motivation and job satisfaction. We find that respondents are motivated by helping others but are not satisfied with institutional operations, research resources, and compensation. We also find that tenured faculty have lower job satisfaction than nontenured faculty. Demographically, we find that the respondents were older, were tenured, and have significant practitioner experience. Taken together, these findings identify opportunities for improvement in job satisfaction for HBCU accounting faculty.

A four-year analysis of US and Canadian academic nurse administrators’ job satisfaction and intent to stay

BackgroundA crisis in vacancies for academic nurse leaders across North American has been recognized. Their role has become increasingly multifaceted, facing rapidly changing responsibilities that must evolve with health care, higher education and leadership. PurposeThis retrospective study was conducted to investigate relationships among relevant variables included in the COACHE Faculty Job Satisfaction survey. MethodsThe sample included survey responses from academic nursing administrators (n = 174). Analysis of variance and multiple linear regression modeling were utilized. DiscussionClarity in the tenure process (F (6, 92) = 2.92, p = .001), collaboration (p =.000) as well as academic leadership decisions of the dean or division chair (p = .006), and work-life balance (p =.005) were found to be significant. ConclusionsUnderstanding the factors important to administrators will assist in innovative approaches to attract and retain qualified leaders.

Does students’ satisfaction matter to faculty job satisfaction in higher education?

ABSTRACT Drawing on the marketing aspects of customer satisfaction, this paper provides insights into the relationship between students’ and lecturers’ satisfaction in a higher education institution. The study critically adopts the logic of relationship marketing, arguing that students’ satisfaction affects lecturers’ job satisfaction. The relationship between students’ and lecturers’ satisfaction is explored using Balance Theory and Herzberg’s Motivation Theory. The Critical Incident Technique is used for data collection through interviews with student-lecturer dyads. The findings indicate that lecturers’ job satisfaction increases when students’ holistic feedback is explicitly shared with lecturers. Hence, investing in the communication of students’ satisfaction enhances lecturers’ job satisfaction. The current work adds a critical perspective to the relationship between lecturers’ and students’ satisfaction. It highlights a reversal of the accepted logic of relationship marketing, arguing that students’ satisfaction affects lecturers’ satisfaction. The methodological contribution of this work offers a new approach to using critical incident analysis techniques in dyads of students and lecturers.

Addressing the associate level nurse faculty shortage: Do job and mentoring satisfaction predict retention?

IntroductionAdministrators and faculty at associate-level nursing programs face challenges retaining qualified faculty members. Job satisfaction and effective mentoring programs may increase retention. The framework for this study was Herzberg's motivation-hygiene theory. The aim was to determine if job satisfaction and mentoring satisfaction levels could predict retention. MethodFull-time nursing faculty employed at state-approved associate-level nursing programs in the Mountain, Pacific, West North Central, and West South Central regions of the United States received an invitation to participate in this cross-sectional quantitative online survey. Multiple regression analysis was used to answer the research question. ResultsThere was a weak relationship between mentoring satisfaction and retention. There was a moderate, significant relationship between job satisfaction and retention. Job satisfaction predicted retention. DiscussionAdministrators and faculty can improve job satisfaction among nursing faculty by addressing motivators (like recognition, advancement, and achievement) and hygiene factors (like salary and workload). Evidence-based mentoring programs may help improve nursing faculty job satisfaction and retention.

Job Satisfaction Among Nursing Faculty in Canada and the United States.

Higher education wants a satisfied workforce to ensure the organization reaches their stated or evolving goals; however, if faculty are dissatisfied, there can be harmful and long-term consequences on productivity and organizational outcome. This study examined nursing faculty's job satisfaction and intent to stay in universities in the United States and Canada. This study used a nonexperimental, survey research design with correlational analysis. The sample included 746 U.S. and Canadian nursing faculty. A secondary data source from the Collaborative on Academic Careers in Higher Education also was used; the data contained responses to an online survey. Job satisfaction demonstrated statistically significant positive relationships with personal and family policies, collaboration, tenure clarity, institutional leadership, shared governance, and engagement. Understanding the different factors influencing job satisfaction and intent to stay is one step toward meeting the challenge of a diversified academic nursing workforce. [J Nurs Educ. 2022;61(11):617-623.].

Effects of the electronic health record on job satisfaction of academic pediatric faculty

Objective(s)To evaluate the association of Electronic Health Record (EHR) skills and available support with job satisfaction for pediatric faculty at an academic institution. To identify key opportunities for improvement. Study DesignCross-sectional study of pediatric academic faculty physicians using a REDCap survey to inquire about faculty EHR skills, support services, and associations between EHR workflow and job satisfaction. Results were analyzed using bivariate testing. ResultsThe majority of respondents (n = 127, response rate 37%), rated the effect of EHR workflow on job satisfaction as neutral (36%) or negative (44%). Users with more EHR skills were more likely to indicate a positive effect of the EHR on overall job satisfaction (p = 0.019). 7% of respondents had none of the EHR skills queried and few felt that initial training (35%) or the Information Technology department (26%) were useful in acquiring skills. Two similar divisions, one with three and one without Physician Builders (providers with specialized training in EHR personalization), had statistically significant different EHR satisfaction ratings (p = 0.0012). ConclusionsMost faculty indicated a negative/neutral effect of the EHR on their overall job satisfaction. Users who indicated more EHR skills had a higher satisfaction rating. Existing training and support were not helpful to users. The division with the most Physician Builders ranked highest in satisfaction. We speculate that 1) adding EHR skills could increase overall job satisfaction and 2) adding Physician Builder resources could increase skills and satisfaction.

Servant Leadership and Faculty Job Satisfaction by the Mediation of Organizational Commitment and Employee Engagement in Higher Education Institutes of Balochistan

Servant Leadership and Faculty Job Satisfaction by the Mediation of Organizational Commitment and Employee Engagement in Higher Education Institutes of Balochistan

Insight into faculty job satisfaction at a Southern California Dental School using a logistic regression model.

Insight into faculty job satisfaction at a Southern California Dental School using a logistic regression model.

Sociological Analysis of Distributive Justice Affecting Job Satisfaction among University Teachers

The aim of this article was to investigate the effects of Distributive Justice on Teaching Faculty Job Satisfaction in higher educational institutions in Khyber Pakhtunkhwa, Pakistan, specifically Bacha Khan University, University of Malakand, and University of Swat. The study was quantitative in nature, and a questionnaire was employed as a data collection tool to gather primary information from a sample size of 217 respondents selected using a proportional allocation approach. The study found a significant (P≤0.05) relationship between teacher satisfaction and assumptions such as unjust award distribution, teachers not receiving rewards based on performance, and their behaviors being dependent on administrative fairness. Furthermore, unfair reward distribution increases the likelihood of turnover among university teachers. In light of the study's findings, the Government and administration should take proactive measures to provide better working conditions for employees in order to regain their trust. Such measures should include increasing collaboration with teachers, investigating benefits for teachers, fostering stronger relationships in the workplace, and encouraging effective discussion which can enhance and promote an exchange of ideas between administration and faculty. Keywords: Effects of Distributive Justice, Teaching Faculty, Job Satisfaction, Higher educational institutions, Fostering stronger relationships

Development of a faculty satisfaction questionnaire for Ecuadorian higher institutions

PurposeThe purpose of this paper is to develop and validate a context-specific scale to assess faculty job satisfaction for Ecuadorian higher education institutions.Design/methodology/approachA draft questionnaire was developed after reviewing the literature. Then, following a pilot study the questionnaire was administered to a stratified random sample of 261 faculty members of an Ecuadorian University. An exploratory factor analysis based on a pairwise polychoric correlation matrix was carried out to validate the scale.FindingsA 24-item faculty satisfaction questionnaire was developed. The scale showed high reliability and validity. Following an exploratory factor analysis five dimensions emerged: 1) rewards and benefits, 2) IT and facilities services, 3) administrative and other campus services, 4) teaching support and development and 5) working relationships.Research limitations/implicationsAlthough our sample size is considered good, the ratio subjects to items of 6:1 was just above the recommended minimum. Due to the split questionnaire design for the research support and community services support sections and the fact that more than a half of the participants did not fill them we had to exclude the items from those sections from the analysis.Practical implicationsThe scale can be used by higher education institutions to assess faculty satisfaction periodically.Originality/valueTo our knowledge this is the first study to develop a context-specific instrument to measure job satisfaction in Ecuadorian higher education institutions using exploratory factor analysis.