Job Satisfaction of Faculty Teaching Higher Education. An Examination of Herzberg's Dual-Factor Theory and Porter's Need Satisfaction Research.

Autor/in	Moxley, Linda S.
Titel	Job Satisfaction of Faculty Teaching Higher Education. An Examination of Herzberg's Dual-Factor Theory and Porter's Need Satisfaction Research.
Quelle	(1977), (64 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Budgets; College Faculty; Educational Policy; Faculty Promotion; Faculty Workload; Higher Education; Job Analysis; Job Development; Job Satisfaction; Motivation; Professional Recognition; Statistical Analysis; Statistical Studies; Student Teacher Relationship; Teacher Responsibility; Teacher Role; Teacher Salaries; Teacher Supervision; Teaching Load; Theories + Suchen Sie Ihr Suchwort? Finanzhaushalt; Fakultät; Politics of education; Bildungspolitik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Arbeitsanalyse; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; psychologische; Motivation (psychologisch); Statistische Analyse; Lehrverpflichtung; Lehrerrolle; Lehrerbesoldung; Lehrervergütung; Lehrdeputat; Theory; Theorie
Abstract	In October 1975 a questionnaire was sent to 200 members randomly selected from the "Directory of Faculty Members Teaching in the Field of Higher Education" to determine satisfaction with their teaching role. The research was designed to test Herzberg's theory, which states that "hygiene factors" (job context) are related to dissatisfaction while motivator factors (job content) contribute to satisfaction. The results demonstrate that different factors contribute to satisfaction and dissatisfaction. The hygiene factors of policies and practices, salary budgets, supervision and technical factors, and the time element were strong contributors to dissatisfaction. The motivators of achievement, recognition, and growth opportunities were highly associated with satisfying teaching experiences. The hygiene factor of interpersonal relations with students and the motivators of responsibility and advancement acted in the direction opposite to that predicted according to Herzberg's theory. Further analyses and caveats are discussed. (Author/MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC