Job Satisfaction and Work Ethics Among the Academic and Non-academic Staff PDF Download

Author: Bright Mahembe
Publisher:
ISBN:
Category : Business ethics
Languages : en
Pages : 216

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Author: Shrikant Panigrahi
Publisher:
ISBN:
Category :
Languages : en
Pages : 7

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Quality is very crucial to understand how well an employee is doing. Quality of work shows how much an employee value them. Thus, this study examines the impact of strong quality work ethics on job satisfaction among banking employees in Jordan. There has been growing evidence supporting the association between quality work ethics and job satisfaction of employees. However, it is not clear why such association exists. This paper argues that in order to provide a clear understanding and convincing explanation of this association there is a need to improve the theoretical and analytical framework. Quantitative method with survey questionnaire was administered to collect information on quality work ethics and job satisfaction from 89 employees working in Jordanian banks. The finding of the study revealed that quality work ethics are positively associated with job satisfaction. These findings imply that quality work ethics is one of the key attributes to increase employee's job satisfaction together with other organizational outcomes. Most importantly, it is crucial for the managers to be aware that increasing employee's job satisfaction can lead to increased organizational commitment, lower labor turnover and improve productivity.

Author: Ann E. Austin
Publisher: Study of Higher Education
ISBN:
Category : Education
Languages : en
Pages : 136

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Pressures that have negatively affected the work environments of colleges are identified, and research concerning the work experience of faculty and administrators is reviewed. The effect of the extrinsic and intrinsic elements on faculty members' work is considered, including their power and autonomy, their relationships to the institution, and the outcomes of their work. Extrinsic factors include workload and the opportunity structure, while intrinsic factors pertain more to the nature of the work itself, as well the responsibilities and autonomy of the staff member. Attention is also directed to productivity of the faculty member, job satisfaction, and morale. Recommendations concerning the articulation of institutional mission, task and decisionmaking structures, and career planning and staff development are offered. Appended are tables that summarize the research on the work experience of faculty and administrators (presidents, mid-level, and other). Each table is divided into sections paralleling the major topical areas of the text. Studies supporting the major research findings are also listed. In addition, tables present important issues and questions not yet answered concerning the work experience of faculty, administrators, and support staff. A subject index to the 1983 ASHE-ERIC Higher Education Research Report series is included.

Author: Mohammed Issah
Publisher:
ISBN:
Category : Characters and characteristics
Languages : en
Pages : 118

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There has been growing recognition among organizational behavior practitioners and researchers of the importance of the different types of fit in a work environment. Previous research established relationships between fit and job satisfaction in professional fields including education. However, fit research in the higher education context has tended to focus on students and faculty. An important and understudied stakeholder in higher education is administrative staff members. Higher education is going through substantial changes in the face of increased demand for accountability, increased diversity, and budget cuts among other issues. As such the responds by public universities like Midwestern universities affects not only academic programs, faculty, and students but also the administrative structure. The few research on perceived fit and job satisfaction among administrative staff members in higher education lack either breadth or depth. Therefore, the purpose of the study was to determine the relationship between perceived fit (Person-Job (P-J) Fit, Person-Organization (P-O) Fit) and Job satisfaction among administrative staff members in a Midwestern public university, as well as the subscales of the primary variables. The study used a correlational design to examine the relationship between the primary variables and their subscales. Accordingly, the research study addressed administrative staff members' level of perceived fit with the university environment and job satisfaction; the ability of perceived person-environment fit to predict job satisfaction among administrative staff members; the relationships among characteristics of administrative staff members (e.g., level of education, age, gender, and years of service) with job satisfaction and perceived fit with the university environment. The total number of participants in this study was 170. Perceived fit was measured using Saks and Ashforth's (1997) measure of Global Perception of Fit. Job satisfaction was measured with the 2009 abridged version of the Job Descriptive Index (aJDI) and the Job in General (aJIG) scale. Correlations, standard regression, analysis of variances (ANOVA), and t-test were used to analyze the data. Overall administrative staff members had average levels of satisfaction with their jobs. The satisfaction levels of administrative staff members was compared to the Job Satisfaction norms established based on a sample of 1400 participants who were obtained through E-Rewards, a company specializing in obtaining samples for marketing research. Stratified sampling by state population was used to ensure that the sample was representative of the US population. Of the five job satisfaction facets, administrative staff members level of satisfaction with the Co-worker (JDI 5), facet was comparable to the 60th percentile score of the US workforce, however, their satisfaction with the Work Itself (JDI 1), Promotion Opportunities (JDI 3), Supervision (JDI 4), and Pay (JDI 2) facets were below the 50th percentile score. Interestingly, however, in the education subsector the respondents had higher percentile scores, 47th and 60th in satisfaction with Pay (JDI 2) and Promotion Opportunities (JDI 3) respectively, than in the US population, Administrative staff members were unsatisfied with Pay (JDI 2) facet. Pearson correlation results indicated significant relationships between the Perceived Fit (P-J, P-O) and Job Satisfaction, and their respective subscales. Person-Job (P-J) fit had the strongest correlation with the Work Itself (JDI 1) facet, and Overall Job Satisfaction. Person-Organization/University (P-O) fit had a moderately strong correlation) with the Co-worker (JDI 5) and Work Itself (JDI 1) facets. Person-Organization/University fit had moderately positive relationships with all five facets of job satisfaction. However, the relationship between P-O fit and Pay (JDI 2) was the weakest. The results of the regression analysis revealed that Perceived P-J fit was the stronger predictor for Work Itself (JDI 1), Pay (JDI 2), Promotion Opportunities (JDI 3), and Job in General (JIG). ANOVA results showed that among the demographic variables age and years of service revealed statistically significant mean difference in satisfaction with the Promotion Opportunities (JDI 3) facet respectively. A t-test indicated significant mean difference between females and males with respect to Perceived Job fit. Male administrative staff members perceived to fit better than the females with their jobs. The results of the study support the relationship between Perceived Fit and Job Satisfaction, and the notion that the different types of fit have unique impacts on Job Satisfaction. The findings have implications for leaders in post-secondary educational institutions as well as other organizations. Supervisors can increase the level of satisfaction among administrative staff members with a clear understanding of employee perceptions as well as the facets likely to influence overall job satisfaction. The implications for future research and leadership practice are discussed.

Author: P. J. Bentley
Publisher:
ISBN: 9789400754355
Category :
Languages : en
Pages :

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Author: Ayrlia Welch
Publisher:
ISBN:
Category : College teachers
Languages : en
Pages : 0

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Collegiality has been a consistent topic in the literature in the discussion surrounding individual academic success in higher education. Researchers have explored the degree to which the collegiality of an academic department matters (Alleman and Haviland 2016; Clark and Corcoran 1986; Ponjuan, Conley, and Trower 2011; Victorino, Nylund-Gibson, Conle 2018). The topic of the larger department culture impacting an individual's career trajectory has become increasingly important as the organizational structure of academia continues to shift from majority tenure-track lines to the majority being non-tenure contract positions (Alleman and Haviland 2016; Webber and Rogers 2018). This paper will attempt to explore how different members of the university community (i.e., ranks of faculty) define collegiality, whether collegiality significantly influences job satisfaction, and whether there is variation across race, gender, and faculty rank in relation to this trend. This will be done by surveying faculty at universities in the United States and by over-sampling minority populations. By determining how different faculty define collegiality, and what constitutes a collegial department, we can further understand if increased collegiality leads to increased work satisfaction and the impact it has on academic success for non-tenured faculty and women and racial and ethnic minorities.

Author: Danyelle Williams Ackall
Publisher:
ISBN:
Category : Motivation (Psychology)
Languages : en
Pages : 0

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This study considers the job satisfaction of faculty at a private, four-year, large university. As faculty are forward-facing, customer-serving, grant-receiving employees who directly impact the bottom line, monitoring their job satisfaction is similar to a wellness check; done regularly, one can find otherwise unknown issues before they become detrimental to the health of the organization. A survey created by Smerek and Peterson (2007) was modified to fit the population under study. The survey questions were grouped by job factors identified in the Two-Factor Theory by Herzberg et al. (1959) and used a 6-point Likert scale. Additional questions were employed to assess how recent events impacted job satisfaction. Data were analyzed by faculty status, college of appointment, gender, and minority status. Although not irrefutable, the data show that despite negative perceptions of total compensation and senior management, faculty have job satisfaction driven by satisfaction with the work itself and good relationships with co-workers and direct supervisors. In other words, faculty find satisfaction in the work, but not the work environment.

Author: Mable Springfield-Scott
Publisher:
ISBN:
Category : College teachers
Languages : en
Pages : 168

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Investigates how sex, age, race/ethnicity, tenure, school/college, and academic rank affected job satisfaction among faculty in a university work environment in Piedmont, North Carolina.

Author: Marvin LeVale Bright
Publisher:
ISBN:
Category : College teachers
Languages : en
Pages : 278

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The purpose of this study was to assess job satisfaction as measured by the Minnesota Satisfaction Questionnaire (MSQ) as an indicator of job retention among new full-time, contractual, non-tenure track, community college instructional faculty employed in Maryland's sixteen community colleges. The questions guiding the conduct of the study were translated into the following four hypotheses. (1) There is no relationship between selected personal and professional characteristics and job satisfaction; (2) There is no difference between African-Americans and Caucasian-Americans on the 20 facets of job satisfaction as measured by the MSQ; (3) There is no difference in general job satisfaction between African-Americans and Caucasian-Americans; and (4) There is no difference in job retention between new full-time, contractual, non-tenure track African-Americans and Caucasian-Americans. The sample consisted of eighty-three full-time, contractual, non-tenured track community college instructional faculty members employed for at least one year but not to exceed five years. Demographic data and job retention assessments were obtained through the use of a Demographic Data Sheet. The 1977 Minnesota Satisfaction Questionnaire (MSQ) was used to measure job satisfaction. The results of the F-test (ANOVA) indicated no significant relationships between selected personal and professional characteristics and job satisfaction. Significant differences were identified on several of the 20 facets of the MSQ between African-American and Caucasian-American participants including Activity, Authority, Co-Workers, Independence, Recognition, and Working Conditions. The mean score for general job satisfaction for African-Americans resulted in 3.45 (SD = 1.14) and the mean score for general job satisfaction for Caucasian-Americans was 3.91 (SD = .977). The analysis of variance indicated no statistical significant difference. Based on the three scales used to assess participants' propensity to remain on or leave the job, two out of the three were statistically different between the African-American and Caucasian-American participants, Plans for Next Year and Future Plans set at the Alpha = .05 level. -- Abstract.

Author: Sudarat Sarnswang
Publisher:
ISBN:
Category : Deans (Education)
Languages : en
Pages : 320

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