Job Satisfaction Levels Among Adjunct and Full-time Faculty in Arkansas Community Colleges PDF Download
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Author: Donald Jacob Hutchinson Publisher: ISBN: Category : College teachers, Part-time Languages : en Pages : 215
Book Description
The purpose of the study was to examine the job satisfaction levels of adjunct and full-time faculty at community colleges in Arkansas. The study used Herzberg's Motivation/Hygiene theory as a framework for understanding job satisfaction and factors that lead to job satisfaction/dissatisfaction. The study also examined the difference in overall job satisfaction between adjunct faculty and full-time faculty. The findings of this study support Herzberg's Motivation/Hygiene theory. Subsequent findings showed that adjuncts are generally more satisfied with their job than their full-time counterparts. The findings of the analyses also identified key components or factors that contribute to the overall job satisfaction of full-time and adjunct faculty members. The research findings should help education leaders to improve the working conditions for faculty at community colleges and help improve the overall job satisfaction of both groups.
Author: Donald Jacob Hutchinson Publisher: ISBN: Category : College teachers, Part-time Languages : en Pages : 215
Book Description
The purpose of the study was to examine the job satisfaction levels of adjunct and full-time faculty at community colleges in Arkansas. The study used Herzberg's Motivation/Hygiene theory as a framework for understanding job satisfaction and factors that lead to job satisfaction/dissatisfaction. The study also examined the difference in overall job satisfaction between adjunct faculty and full-time faculty. The findings of this study support Herzberg's Motivation/Hygiene theory. Subsequent findings showed that adjuncts are generally more satisfied with their job than their full-time counterparts. The findings of the analyses also identified key components or factors that contribute to the overall job satisfaction of full-time and adjunct faculty members. The research findings should help education leaders to improve the working conditions for faculty at community colleges and help improve the overall job satisfaction of both groups.
Author: Janet Henchie Neely Publisher: ISBN: Category : Socialization Languages : en Pages : 430
Book Description
Measures and compares job satisfaction in terms of intrinsic, extrinsic, and general satisfaction for full-time and part-time faculty at two-year community colleges. Relates, for the part-time faculty, levels of satisfaction for comparison to the outside employment of the part-time faculty member. Measures the positive relationship between levels of satisfaction of part-time faculty with three socialization strategies, training, education, and apprenticeship, and the levels of satisfaction for the faculty.
Author: Dana Lynn Martin Publisher: ISBN: Category : Languages : en Pages : 288
Book Description
The purpose of this study was to survey the levels of job satisfaction among fulltime faculty members at a selected Mississippi community college using the constructs of Herzberg’s Motivation-Hygiene Theory as defined by Wood (1973). The researcher used Wood’s 1976 refined Faculty Job Satisfaction/Dissatisfaction Scale to discover the participants’ levels of total job satisfaction; to discover the participants’ levels of overall job satisfaction; to compare the means of total job satisfaction factors to the mean of total job satisfaction; and to examine the correlation of the faculty’s mean responses to the total job satisfaction individual questions to the mean of the overall job satisfaction. The target population of this study was all full-time faculty at a Mississippi community college. The population consisted of 152 full-time faculty members. The findings of the survey indicated that the 85 participants were moderately satisfied with their jobs. The survey was designed to incorporate 2 treatments to ask the respondents to answer questions about job satisfaction. The participants chose a higher value on the Likert scale when asked the single question relating to overall job satisfaction. When the information was broken down into factors, the participants rated their job satisfaction lower. The Wilcoxon results stated the 2 treatments were significant at alpha level .05, and the null hypothesis was rejected, meaning there was a difference in the responses with two treatments of surveying respondents.
Author: Marie Ferguson Publisher: ISBN: Category : Community college teachers Languages : en Pages : 155
Book Description
This quantitative causal comparative research study, guided by Herzberg's (1964) Two Factor Theory of Motivation, and conducted with 106 online adjunct faculty members teaching at a community college in a Southeastern state, examined the effects of four types of professional development (PD) training for online instruction (i.e., fully online, fully face-to-face, blended [online and face-to-face], and none) on online adjunct faculty members' levels of motivation and hygiene job satisfaction. Data were analyzed using two one-way MANCOVAs. The first one-way MANCOVA addressed the first research question, which inquired if there were significant differences across online instruction PD training groups on the motivation job satisfaction factors of general job satisfaction, recognition, and autonomy, controlling for online instruction self-efficacy and age. The second one-way MANCOVA addressed the second research question, which queried if there were significant differences across PD training groups on the hygiene job satisfaction factors of faculty support, salary, and teaching schedule, controlling for online instruction self-efficacy. Results from the first one-way MANCOVA showed that participants in the four online instruction PD training groups did not have significantly different levels of general job satisfaction, recognition and autonomy. Results from the second one-way MANCOVA were significant. Participants in the entirely online PD training group had a significantly lower mean faculty support score than did participants in the blended PD training group. Participants who had not received PD training for online instruction had a significantly lower mean teaching schedule score than did participants in the other three PD training groups.
Author: Donald Jacob Hutchinson
Author: Donald Jacob Hutchinson
Author: William Edwin Lacewell
Author: Janet Henchie Neely
Author: Anita Susan Wolk Carleo
Author: Dana Lynn Martin
Author: Andrea Mary Olson
Author: Jody Kristine Tomanek
Author: Marie Ferguson
Author: Donetta Denise Beverly Goodall
Author: Susan Elizabeth Neyman