Faculty Job Satisfaction Research Articles

The Effect of Job Satisfaction on Turnover Intentions

This paper seeks to use motivator-hygiene theory as a lens to investigate how job satisfaction influences turnover intentions of faculty of private university colleges in addition to how organizational commitment mediate the relationship between job satisfaction and turnover intentions of faculty of private university colleges. The study argues that job satisfaction has a negative relationship with turnover intentions and a positive relationship with organizational commitment. The model and hypothesized relationships developed in this study were examined using survey data from faculty of private university colleges affiliated to the Kwame Nkrumah University of Science and Technology (KNUST) in Ghana. The exploration of data gathered was done using the Statistical Package for Social Sciences Version 22. Test conducted include frequency test and regression analysis which was used to examine the developed hypothesis. The findings revealed that job satisfaction has a significant negative effect on organizational commitment.

Factors affecting Faculty Job Satisfaction and Leader’s Influence in a Pakistani Public University

Factors affecting Faculty Job Satisfaction and Leader’s Influence in a Pakistani Public University

Demographic factors, compensation, job satisfaction and organizational commitment in private university: an analysis using SEM

PurposeThe purpose of this paper is to examine the direct and indirect effects of demographic factors on employee compensation, job satisfaction and organizational commitment in private higher educational institutes in Bangladesh. Specifically, how do compensation structure and job satisfaction mediate in the link between demographic factors and organizational commitment? To answer this question, a theoretical framework using the theory of employee retention provided by Martin and Kaufman, as its basis was established.Design/methodology/approachData (n = 515) were collected from faculty members of the private universities in Bangladesh. Structural equation modeling was used to analyze the data.FindingsFindings indicate that though demographic factors have no direct impact on organizational commitment, they have indirect impacts on organizational commitment through the mediation of compensation structure and faculty job satisfaction. Besides, compensation structure also has a significant mediating role in the link between demographic structure and faculty job satisfaction.Research limitations/implicationsOne possible drawback is the number of private universities from which the data were collected. In the sample used here, only 20 private universities were selected to conduct the survey. Besides, the study could not include public universities that are also a significant part and parcel of higher education in the country. So, if more private and public universities were taken into consideration to collect the data, the results might be improved. Thus, the usual cautions about overgeneralizing findings from this sample, to populations for which it is not strictly representative, apply.Practical implicationsFrom a practical perspective, as a cumulative body of work on organizational commitment, we will be better able to advise policymakers and educators on the elements they need to address to increase the longer engagement of the faculty members in their institutes. In this study, the one area of findings that may help policymakers and educators the most concerns compensation package that affects job satisfaction and organizational commitment. We found that demographic factors and compensation packages are the most important factors for the faculty members to impact on organizational commitment in this study.Social implicationsThe social implication is that policymakers of the private universities can focus on fair justice in terms of demographic factors and compensation package for job satisfaction, motivation and organizational commitment of the faculty members in their universities.Originality/valueThe findings of the study are important for the policymakers of the higher education institutes.

Adjunct Mathematics Instructor Resources and Support Contributing Toward Job Satisfaction

Ongoing need for adjunct instructor support is a critical aspect for institutions to consider. Through research focused on full-time and part-time faculty job satisfaction, a number of practices for supporting faculty and improving job satisfaction have been suggested. In this article, we present an innovative model of instructor resources and supports within a mathematics department. We focus on how these various resources and supports have benefited our part-time adjunct faculty job satisfaction and describe how the supports and challenges experienced by our Precalculus adjunct faculty are related to variables impacting job satisfaction found in literature. We also present some additional factors that were missing in prior studies in literature but were found important for our adjunct instructors’ job satisfaction. Our findings can inform other institutions’ and mathematics departments’ efforts to support their own part-time faculty teaching introductory courses such as Precalculus.

Relationships between Work-Family Conflict (WFC) and Job Satisfaction of Female Faculty of Private Universities of Lahore City

Present study was aimed to explore relationship between work-family-conflict and job satisfaction of female faculty of private universities of Lahore city. Study was quantitative in nature. Correlation research design was used to find out “relationship between work-family-conflict and job satisfaction of female faculty of private universities of Lahore city.” Population was comprised of all the female private universities of Lahore. Sample was consisted of 450 female private university teachers of Lahore. Descriptive and inferential statistics were applied to analyse the data. Findings of the study indicated that there was significant strong positive correlation existed between work-family-conflict and job satisfaction among university teachers. A significant mean difference was found between work-family-conflict and job satisfaction in terms of their gender, age and experience. It is recommended that work-family-conflict at workplace should be managed for teachers’ job satisfaction in private universities.

Scholarly Productivity and Occupational Stress Among Physician Assistant Educators.

Academic scholarship continues to challenge physician assistant (PA) educators in the United States, who typically enter academia with little experience in research or publication. Consequently, difficulty with navigating the promotion process might be expected to impact both job satisfaction and retention of PA faculty. Providing reasonable benchmarks for scholarship is one focus of this project, along with exploration of relationships among publication success, gender, job stressors, program support, and intent to leave academia. Deidentified data from the online 2017 Faculty & Directors Survey was obtained from the Physician Assistant Education Association (PAEA), including gender, academic rank, program role, degree, publication numbers, and variables measuring program support, stressors, and intent to leave the institution or academia. Individual response rate was 60.3%, N = 1009. SPSS-v25 was used for data analysis. Respondents were 65% female. The mean number of total publications was 2.7 (down from 4.2 in 2010); the median was zero with 50.6% reporting no publications during their career. Almost half (45.5%) of PA faculty were stressed by research or publishing demands; 53.6% were stressed by the promotion process. Physician assistant educators stressed by promotion were more likely to consider leaving their institution or academia as a whole (Fisher's exact, P < .001 for both). This study updates publication benchmarks for PA educators. Scholarship levels have dropped since 2010, likely related to the recent influx of junior faculty. Navigating the promotions process is a significant occupational stressor for PA educators and is associated with faculty intent to leave academia.

Feline followers and “umbrella carriers”: Department Chairs’ influence on faculty job satisfaction and quit intentions

Management quality at the department level is central to research and teaching performance in universities. This paper investigates the influence of department Chairs (hybrid middle managers) on faculty job satisfaction, satisfaction with job characteristics, and intentions to leave. Using UK and Swedish data, we provide the first evidence that faculty who rate their Chairs as being distinguished researchers report higher overall job satisfaction, satisfaction with job characteristics, and lower quit intentions. The perceived research strength of the Chair has the single largest statistical influence on faculty job satisfaction. This result holds after controlling for a large number of other influences and after employing a range of methods to correct for issues such as a potential single-rater bias. Although the primary contribution of this paper is empirical, we build on the expert leadership literature, appeal to social identity theory, and utilise the newly established concept of “umbrella carrier”: we suggest that Chairs who are strong researchers may shelter subordinate faculty from excessive managerial spillovers, and protect academics’ research time, thereby creating more favourable job characteristics. The paper's results highlight the benefits of good management in universities at a time when job satisfaction is in decline.

Achieving consensus using a modified Delphi Technique embedded in Lewin's change management model designed to improve faculty satisfaction in a pharmacy school.

Faculty job satisfaction (or dissatisfaction) is reported in the literature, and many surveys designed to measure satisfaction exist in higher education fields. However, measuring satisfaction does not inherently change satisfaction. Change must be agreed upon by faculty and administration if it is to be successful. The aim of this study is to describe a qualitative, iterative approach to drive consensus, promote change, and address pharmacy faculty job satisfaction using a modified Delphi Technique embedded in Lewin's Change Management Model, and to identify the top three faculty priorities to improve their job satisfaction as an exemplar of the approach. Using the modified Delphi Technique embedded in Lewin's Change Management Model, faculty in a private pharmacy school were anonymously asked to respond to questions about priorities that would most improve their job satisfaction. Answers were divided into themes, and themes and responses were sent back to faculty to anonymously rank in order of importance. Two priorities for the College were established. However, a tie breaker necessitated a third round (modified from traditional Delphi) where faculty discussed and voted on the third priority. Survey response rates were 78% and 82.9% for Round One and Round Two. Round One responses (91) were divided into 13 themes for faculty to rank for Round Two. Round Three established the third faculty priority. Priorities for job satisfaction included workload evaluation, recruitment, and faculty development. The Delphi Technique embedded into Lewin's Model of Change Management successfully guided administration toward new priorities at the College level directed at improving faculty job satisfaction.

Relationships Among Nursing Deans' Leadership Styles and Faculty Job Satisfaction Levels.

Although there is an abundance of empirical evidence on principals' leadership practices and teacher satisfaction in K-12 settings, a paucity of publications explore nursing faculty job satisfaction as influenced by leadership styles of academic deans. This research examined leadership styles of nursing deans to determine whether they correlate with nursing faculty job satisfaction at public U.S. universities with high research activity. A descriptive, correlational study was conducted with electronic self-administered questionnaires. The sample was recruited from 24 universities; 303 questionnaires were returned. Faculty perceived that nursing deans displayed transformational leadership style more frequently. Nursing faculty were moderately satisfied in their jobs, and they were more satisfied with nursing deans who practiced attributed idealized influence. Three types of leadership behaviors explained significant variance in faculty job satisfaction, indicating the need for training and development focused on effective leadership behaviors. [J Nurs Educ. 2020;59(2):68-75.].

Factors Influencing Job Satisfaction of Faculty of Engineering &amp; Technology: A Study with Reference to Private Engineering Colleges in Tamil Nadu

Factors Influencing Job Satisfaction of Faculty of Engineering &amp; Technology: A Study with Reference to Private Engineering Colleges in Tamil Nadu

Faculty That Look Like Me: An Examination of HBCU Accounting Faculty Motivation and Job Satisfaction

Historically 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 non-tenured faculty. Demographically, we find that the respondents were older, predominately female, tenured, and have significant practitioner experience. Taken together, these findings identify opportunities for improvement in job satisfaction for HBCU accounting faculty.

An Academic Model for Building Effective Faculty Teams to Promote Excellence in Nursing Education

As a result of the national movement to advance nurses at the doctoral level, and the concurrent shortage of nursing faculty, the role of the DNP prepared nurse in the academic setting continues to evolve. At our School of Nursing, the need to define, understand and utilize the various faculty roles led to the development and implementation of an Academic Model for Nursing Education. This mixed-method research study was conducted to identify the factors that contribute to an effective culture in academia. The findings from the survey and focus groups indicated our model had a positive association on instructional design, teaching, administrative processes, adjustments of college tenure and promotion, clinical partnerships, shared faculty teaching loads, and succession planning. Focus group findings included the unanticipated benefits of improved faculty engagement, empowerment, collaboration, and faculty mentoring. Our academic practice model is reflective of the changes already occurring in collaborative clinical pathways in healthcare systems. The expected benefits of our academic practice model and those occurring in healthcare share comparable outcomes. These may include improving nursing scholarship, patient and student outcomes, strengthening the position of nursing in organizations and the broader community through enhanced leadership, providing parity with other healthcare disciplines, and improving the overall image of nursing [1]. Our Academic Model for Nursing Education is reflective of current healthcare practices, addresses the nurse faculty shortage while promoting faculty collaboration and job satisfaction.

Nursing Faculty Job Satisfaction and Intent to Stay

Nursing Faculty Job Satisfaction and Intent to Stay

Faculty perspectives on student attendance in undergraduate medical education.

BackgroundLecture capture technology is widely available in undergraduate medical education and seems to impact class attendance. Further, there is limited understanding about faculty perceptions related to lecture capture and student attendance and how faculty advise students on issues of attendance in an environment where lecture capture is available and attendance is not required.ObjectiveThe purpose of the current study was to characterize faculty perceptions and preferences about student attendance, investigate faculty advising practices about attendance, and evaluate the potential impacts of low student attendance on faculty job satisfaction and teaching.MethodA 15-min electronic survey was created and emailed to all on-campus teaching faculty at a medical school. The survey included demographic, close-ended (with Likert and Likert-like scales), and open-ended questions.ResultsAll 35 faculty members were invited to participate in the survey, and 26 (77%) responded. Faculty advising practices on student attendance varied, but most faculty indicated they advised students to attend class if the student expressed loneliness. A majority (15/26, 58%) disagreed or strongly disagreed that student attendance indicated level of professionalism, and many (12/26, 46%) believed that lecture capture was an effective alternative to attending class. Most faculty (19/26, 73%) agreed or strongly agreed they felt more job satisfaction with higher student attendance. A majority (15/26, 58%) also agreed or strongly agreed they would prefer to incorporate active learning in large-group sessions when student attendance was mandatory.ConclusionFaculty member willingness to incorporate active-learning sessions and job satisfaction were influenced by student classroom attendance in the current study. Given the varied options for content delivery, these factors should be taken into account when institutions create attendance policies. These policies should balance the satisfaction of the faculty with the need to encourage autonomy and flexibility for the adult student learners.

Organizational Culture, Commitment and Job Satisfaction of Faculty in Private-Sectarian Higher Education Institutions (HEIs)

This study explored the organizational culture, organizational commitment and job satisfaction of the faculty membersof the St. Paul University System (SPUS). This study employed a descriptive and correlational research design. Thedata gathered were analyzed and interpreted using frequency and percentage distribution to confirm statisticalassumptions and to describe the participants' profile in terms of the identified variables. The weighted mean was usedto interpret the responses obtained from the use of the Likert's scale. The regression analysis was used to determine thebest predictors of job satisfaction and organizational commitment while Pearson and Chi-Square were used todetermine the degree of relationship between the variables. The results of this study indicate that there is a significantpositive relationship between job satisfaction and organizational culture. It was also found out that job satisfactionpredicts organizational commitment. The results of this study will be a basis for the SPUS to strengthen theorganizational commitment and explore various ways to raise the level of job satisfaction of the faculty members of therespondent-institutions.

UNH UNBIASED: Leadership Development and Policy Change to Promote Institutional Transformation

The University of New Hampshire (UNH) ADVANCE Institutional Transformation program, in keeping with the institution's mission of inclusive excellence, has as its overall goal to increase the number, retention and success of women faculty in the STEM disciplines. Based upon careful analysis of a University climate survey, several strategies are employed that include, but are not limited to strategic changes in recruitment and retention policies and practices; department chair professional development; formal mentoring policies; a wage equity analysis; and, flexible workplace policies. Coupled with these strategies is a rigorous social science study aimed at investigating the impact of gender equity institutional transformation on the representation and job satisfaction of women faculty at UNH. It is expected that results from this project and outcomes of the research study will seminally inform the current gender equity literature. Thus, this project has the potential to serve as a model for other institutions who identify comparable challenges in hiring, promoting, and, in general, advancing women STEM faculty.

Working conditions and effective supervision: Does it matter for engineering faculty job satisfaction

The purpose of this study is to examine the impact of supervisor support and working conditions on job satisfaction among teaching faculty in private engineering colleges. The study on job satisfaction has greater importance with the passage of time because of its nature and impact on the faculty and society. The researcher administered a standardized questionnaire on 180 individual respondents to collect the data. Respondents filled the items manually with their characteristics: age, gender, qualification, work experience, and their job position to check their level of significance with the job satisfaction. Descriptive statistics, correlation, and regression analysis were used for the data analysis. Based on the statistical findings, supervisor support and working conditions have a significant positive relationship with job satisfaction. These findings extend the theoretical understanding of supervisor support and work environment which enhance the faculty job satisfaction. Results also urge colleges and higher educational institutions to understand and to emphasize the importance of the work environment, which has an impact on faculty job satisfaction.

Impact of Internal Corporate Social Responsibility on Faculty Job Satisfaction in Selected Private Schools in Hyderabad, Sindh, Pakistan

Purpose-The main source behind the success of an organization is the job satisfaction of an employee therefore, it plays a vital role for an organization to be successful and attain desired strategic goals.&#x0D; Method/Design- The primary data through adopted questionnaire has been collected for conclusion of this study. Health and safety, disabled support, and employee rights as independent variables and job satisfaction as a dependent variable has been considered. The data was collected using Convenience Sampling Technique. Data has been analyzed through SPSS version 21 and two statistical techniques such as Reliability and multiple regression analysis were applied for analysis purpose.&#x0D; Results- The findings of this study revealed that all the above-studied variables are found significant and positive on job satisfaction in the context of private schools in Hyderabad, Sindh.&#x0D; Originality/Contribution- It is recommended that private schools should consider these above mentioned -factors for their faculty members which in turn will cause less job turnover and training cost. Faculty members should also keep these factors in their mind for future hiring in order to get job satisfaction and more commitment.

Professional Identity, Job Satisfaction, and Commitment of Nonphysician Faculty in Academic Family Medicine.

Nonphysician faculty are common in academic family medicine departments and residencies. The objective of this study was to examine whether these nonphysician faculty have adopted a professional identity of family medicine and how that relates to job satisfaction and organizational commitment. In 2017, a survey of nonphysician members of the Council of Academic Family Medicine organizations in the United States and Canada was conducted. The overall response rate for the survey was 52.6% (526/1,001). The current analysis was conducted on the individuals who met all of the inclusion criteria and had complete data on all investigated scales (n=360). Scales on professional identity, job satisfaction, and organizational commitment were examined along with age, gender, race, and professional characteristics. The respondents indicated a professional identity with family medicine, commitment to their organization, and high job satisfaction. There was a lack of association with gender for these primary variables. Professional identity had a moderately positive relationship with years in family medicine (r=0.23). Professional identity had a moderately strong positive relationship with both commitment to the organization (r=0.41), and job satisfaction (r=0.43). In multivariate regressions, race/ethnicity was associated with both professional identity (P&lt;.05) and job satisfaction (P&lt;.05), with nonwhites having lower professional identity and job satisfaction. The results of this survey of nonphysician faculty in family medicine indicated a high professional identity to family medicine, high job satisfaction, and commitment to their organization. Strategies including cultural competency training may serve as important tools to avoid dissatisfaction or turnover among this key workforce element in academic family medicine.

Conflict Management Styles (Dominating and Compromising) of Academic Administration and Its Impact on Faculty Job Satisfaction and Turnover Intention

Generally, conflict is considered as normal in personnel interaction at work place. Normally it is conceptualized as destructive factor but in actual how conflict is deal, determine whether it is productive or counterproductive. Employee negative and positive outcomes depend upon the efficient handling of conflict by conflict management at workplace. This study has been carried out in public universities of Sindh Province including University of Sindh, Mehran University of Information and Technology and Liaquat Medical Collage. 150 questionnaires were used to derived results. Questionnaire were distributed to faculty members of universities. Results demonstrate that if supervisor at work place exercise dominating management style then employees feel psychological withdrawal from work e.g. Turnover Intentions however employees revealed more satisfied from supervisor who demonstrate compromising conflict management style at workplace. Consequently, this study aims to investigate the role of conflict management styles and their impact on employee work related attitudes e.g. job satisfaction and turnover intention.