scholarly journals Factors Effecting Job Satisfaction Among Academic Staff

2010 ◽  
Author(s):  
Nezih Dagdeviren ◽  
Zeliha Musaoglu ◽  
Imran Kurt Omurlu ◽  
Serdar Oztora
Keyword(s):  
Job Satisfaction ◽  
Academic Staff

Impact of Job Stress and Social Support on Job Satisfaction among Academic Staff

2016 ◽  
Vol 7 (1) ◽  
Author(s):  
Kumari Kumkum ◽  
R. N. Singh ◽  
Yogershi Rajpoot
Keyword(s):  
Social Support ◽  
Job Satisfaction ◽  
Job Stress ◽  
Positive Impact ◽  
Academic Staff ◽  
Two Dimensions ◽  
The Other ◽  
Human Beings ◽  
Negative Consequences ◽  
Four Dimensions

There may be so many negative consequences of stress for human beings and dissatisfaction among employees happens to be one of the major problems. It indicates negative feelings that individuals have regarding their jobs or its facets. On the other hand, social support is assumed to be mitigating the relationship between negative aspects of the work environment and job satisfaction. Job stress is said to be associated with job dissatisfaction as well as experience of strain. In view of the above, this study examined the role of job stress and social support in job satisfaction. The sample consisted of 30 school teachers from different school of Varanasi (U.P.). The job stress, job satisfaction and social support scales were administered on the participants. The responses of the participants were converted into scores for statistical analyses. The scores of participants on the scales were correlated. The findings revealed that job stress led to increased job satisfaction. It is against the proposed hypothesis and it appears as if the social support received by the participants is a factor behind it. Two of the four dimensions of social support were found to exert positive impact on job satisfaction but the other two dimensions were not found to be correlated with it. The findings are thoroughly discussed and interpreted.

scholarly journals Job Satisfaction as a Determinant of Effective Performance on Academic Staff in Selected Public and Private Universities in Mongolia

2015 ◽  
Vol 30 (1) ◽  
pp. 115-145
Author(s):  
Bayasgalan Tsogtsuren
Keyword(s):  
Job Satisfaction ◽  
Academic Staff ◽  
Educational Institution ◽  
Private Universities ◽  
Ministry Of Education ◽  
University Professors ◽  
Public And Private ◽  
Empirical Survey ◽  
Effective Performance ◽  
Education Culture

The aim of this study is to analyze the requirements for effective performance of employees in higher educational institutions of Mongolia. This paper proposed the use of organizational OCTAPACE /Openness, Confrontation, Trust, Authenticity, Pro-active, Autonomy, Collaboration; Experimentation/culture and workplace structure models evaluate job satisfaction and commitment of academic staff. An organizational OCTAPACE culture model is a fairly new concept and experience in Mongolia. This model has been studied and is wellknown in India, Malaysia and western countries. In Mongolia the subject of study has been developed at a low level. This study proposed that an employee' job satisfaction and commitment influence the effective performance of the overall educational institution. Data analysis results indicated that OCTAPACE culture influences job satisfaction and commitment, workplace structure (support, supervisor support) as well as significantly influencing on the job satisfaction and commitment. Based on the collected data, job satisfaction and organizational commitment significantly influence job performance. Mongolia has 17 public and 94 private universities (Mongolian ministry of education, culture and science website). In terms of participants in this study, a theoretical and empirical survey conducted in 160 Mongolian public and in 143 private universities including university professors. Data was estimated by SPSS 21 and Smart PLS 2.0 statistic programs.

Engaging Academic Staff in Transnational Teaching: The Job Satisfaction Challenge

2017 ◽  
Vol 21 (4) ◽  
pp. 333-348 ◽  
Author(s):  
Danny Toohey ◽  
Tanya McGill ◽  
Craig Whitsed
Keyword(s):  
Job Satisfaction ◽  
International Education ◽  
Academic Staff ◽  
Learning And Teaching ◽  
Job Characteristics Model ◽  
Task Identity ◽  
Determinants Of Satisfaction ◽  
And Control ◽  
Task Significance ◽  
And Task

Transnational education (TNE) is an important facet of the international education learning and teaching landscape. Ensuring academics are positively engaged in TNE is a challenging but necessary issue for this form of educational provision if the risks inherent in TNE are to be successfully mitigated. This article explores job satisfaction for academics using the job characteristics model (JCM) to better understand the conditions that influence their involvement with TNE. The results highlight the important role that teaching-related interaction with host-country students and staff (the Feedback and Task Significance JCM dimensions) plays in academics’ satisfaction. Feelings of ownership and control of the TNE course (Autonomy and Task Identity) were also shown to be important determinants of satisfaction. It is therefore recommended that these aspects of TNE be encouraged and supported through university procedures and policies. Similarly, those aspects of TNE teaching that contribute to dissatisfaction, such as additional administration, need to be better understood, managed, and their impact mitigated where possible.

scholarly journals The Mediating Role of Emotional Exhaustion and Job Satisfaction on the Relationship Between Job Demands and Instigated Workplace Incivility

2017 ◽  
Vol 54 (2) ◽  
pp. 187-207 ◽  
Author(s):  
Vui-Yee Koon ◽  
Pui-Yi Pun
Keyword(s):  
Job Satisfaction ◽  
Emotional Exhaustion ◽  
Academic Staff ◽  
Job Demands ◽  
Workplace Incivility ◽  
Future Research ◽  
Snowball Sampling ◽  
Integrative Framework ◽  
Uncivil Behavior ◽  
The Relationship

High job demands are considered a risk factor for uncivil behavior in the workplace but the mechanism behind this relationship remains unclear. The current study aimed to analyze emotional exhaustion and job satisfaction as sequential mediators of the relationship between job demands and instigated workplace incivility within the integrative framework of affective events theory and the job demand–control model. Data were collected from 102 university academic staff in Klang Valley, Malaysia, via snowball sampling method. The results supported the predicted three-path mediation model with age, gender, and employment contract type as covariates. High job demands led to emotional exhaustion, which, in turn, led to a decrease in job satisfaction level and as a result gave rise to instigated workplace incivility. Implications, limitations of these findings, and directions for future research are further discussed on how to enhance and establish a civil and respectful workplace.

Addressing Career Obstacles within a Changing Higher Education Work Environment: Perspectives of Academics

2009 ◽  
Vol 39 (3) ◽  
pp. 376-385 ◽  
Author(s):  
Cobus Pienaar ◽  
Coen Bester
Keyword(s):  
Higher Education ◽  
Job Satisfaction ◽  
Performance Management ◽  
Academic Staff ◽  
Point Of View ◽  
Tertiary Institutions ◽  
Staff Members ◽  
General Management ◽  
Effective Performance ◽  
Specific Career

Many changes have occurred in Higher Education Institutions (HEI), which contribute to high levels of work stress among academic staff members and that impact on job satisfaction, job involvement and job engagement. Owing to these changes, academics attached to tertiary institutions are being confronted with specific career obstacles that impact negatively on their job satisfaction and productivity. Our purpose in this study was to determine, from the academic's point of view, the role that HEIs can play to address these obstacles. In terms of positive psychology, persons should not only become aware of their problems, but also come up with alternative solutions on how to address them. A sample of 93 academics from one university, representing the early, middle, and late career stages was selected. The data were obtained by means of the Delphi technique in order to enable respondents to reveal fully what they were experiencing. Respondents were requested to suggest specific actions that could be taken to address the career obstacles academics are confronted with. The most important solutions were related to better remuneration, more effective management of role overload, more effective performance management, more training and development opportunities, more support regarding individual career management, more effective general management, more support regarding research outputs, elimination of discrimination practices, transformation initiatives, encouraging of entrepreneurship, improvement of equipment and working conditions, creation of job security, and promotion of networking.

scholarly journals “One Size Fits All”: A Fallacy in Measuring Staff Job Satisfaction—Monetary Recompenses Examined in the Ugandan-Based Chartered Private Universities

2021 ◽  
Vol 2021 ◽  
pp. 1-10
Author(s):  
Fred Ssemugenyi
Keyword(s):  
Job Satisfaction ◽  
Human Resource ◽  
Academic Staff ◽  
Private Universities ◽  
Numerical Data ◽  
Modern Human ◽  
Positive Influence ◽  
Sequential Approach ◽  
Resource Officers ◽  
Human Resource Officers

While looking at the senior academic staff in chartered private universities in Uganda, the study intended to establish if the homogeneous motivation model of using money as a sole predictor of job satisfaction fits the unique characteristics of the employees for whom it is intended. Using a mixed-method explanatory sequential approach, both numerical and interview responses were obtained from a statistically representative sample of 136 and 12 key informants, respectively, from six chartered private universities. At the univariate, bivariate, and multivariate levels, data were analyzed using SPSS16.0 software. Results indicated that monetary recompenses such as salary and allowances did not significantly and positively affect employee job satisfaction since the p values were higher than the calculated probability of 0.05, which was the minimum level of significance required in this study to declare a significant effect. The interview responses on the effect of salary and allowances were equally corroborated with the numerical data. However, bonuses were found to have a positive influence with corresponding positive remarks from the interviews. Although there are noticeable flashes of scholarly rigor in the existing body of literature that is skillfully threaded and cogently argued to support monetary incentives, contextual realities on the ground suggested otherwise. Senior academics have continued to quit work despite reasonable pay. Regrettably, at the time of this study, the human resource officers were confident that the ultimate drive for work is money. Little did they know that monetary recompenses have limitations in influencing senior academics. It is thus recommended that the idea of lumping employees into a homogeneous entity with no regard to their uniqueness and the existing individual differences among them is long outdated and deserves no space in modern human resource practices.

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