Doctoral Dissertations

Linda Monroe

Date of Award

5-1989

Degree Type

Dissertation

Degree Name

Doctor of Education

Major Professor

Gregory C. Petty

Abstract

The purpose of this study was to determine through survey research whether there was any significant difference among faculty from different teaching areas and different types of institutions with respect to job satisfaction and job performance.

The design of the study was survey research. The population consisted of the faculty from the state supported institutions of higher education in the state of Tennessee. The sample consisted of a stratified random sample of 358 faculty. Each sample member received a guestionnaire on faculty job satisfaction (a modified Wood's Satisfaction/ Dissatisfaction Scale) and job performance. The job performance questionnaire was designed as part of this study with the aid of college faculty and pilot tested on 50 community college faculty. Ten measures of job satisfaction and ten measures of job performance were used in the final questionnaire. The response rate for the questionnaire was 80%. The non-respondents were followed-up with an abbreviated mailed questionnaire. Twenty-six percent of the non-respondent group returned the survey. The original respondents were no different in their responses than the non-respondent group.

The data were analyzed using two-way analysis of variance techniques to determine significant differences between teaching area and type of institution. A Pearson r 111 was also used to determine if there was any relationship between factors of job satisfaction and factors of job performance.

The findings from the study revealed that faculty were moderately satisfied with the work itself, interpersonal relations of the job, and the ability for personal achievement. The faculty were slightly dissatisfied with salary, policy, and administration factors; and only slightly satisfied with the growth potential of the job. Faculty from the career/technical teaching area were significantly less satisfied with their working conditions than faculty from the other three teaching areas.

Faculty from technical institutes were significantly less satisfied with their working conditions as compared to faculty from the other two types of institutions. Faculty were most satisfied with their performance in the areas of presentation of class material, their grading practices, and their assessibility to students. Faculty were least satisfied with their performance in the areas of knowledge of subject matter and publication.

Faculty from the teaching areas of math/science and career/technical were significantly less satisfied with their job performance than faculty from the teaching areas of humanities/education and all other remaining teaching areas.

Download
Files over 3MB may be slow to open. For best results, right-click and select "save as..."

Share

COinS