ERIC Number: ED554680
Record Type: Non-Journal
Publication Date: 2013
Pages: 198
Abstractor: As Provided
ISBN: 978-1-3030-4720-6
ISSN: N/A
EISSN: N/A
Examining Correlates of Part-Time Faculty Affective Commitment and Job Satisfaction
Duhn, Samantha Tiffany
ProQuest LLC, D.B.A. Dissertation, Northcentral University
Changes in a multitude of factors including the economy, student enrollment, university goals and policies, and the available talent pool have created an imbalance in the supply and demand for qualified part-time faculty. The unmet demand has prompted university leaders to seek an understanding of part-time faculty affective commitment, job satisfaction, and job characteristics to improve their methods of attracting and retaining qualified part-time faculty members. The problem addressed within this study was the increased costs and decreased quality of education caused by high attrition of part-time faculty in a private northwest Iowa university. The rationale was to show a relationship between job satisfaction, job characteristics, and affective commitment, thus providing both academic and practical implications for lower attrition of part-time faculty. This quantitative study was based on an electronic survey comprised of three validated instruments distributed to 293 part-time faculty members from all Buena Vista University campus sites and online courses. Responses were received from 180 participants. Analysis using a multiple linear regression model suggested that a significant proportion of the total variation in affective commitment was predicted by job characteristics, F(5, 174) = 5.77, p < 0.001. It was found that autonomy significantly predicted affective commitment (ß = 0.235,p < 0.001), as did task identity, (ß = 0.155, p < 0.001), and task significance, (ß -0.142, p < 0.001). A one-way MANOVA was conducted to assess the relationship between job satisfaction and job characteristics. Statistically significant multivariate main effects were found for skill variety (F(2, 77) = <0.001, p < 0.001), task significance (F(2, 77) = < 0.001, p < 0.001), and task identity (F(2, 77) = < 0.001, p < 0.001). No statistically significant multivariate main effects were found for autonomy or feedback. A Pearson product-moment correlation coefficient revealed a positive correlation between affective commitment and all job satisfaction factors. Future research recommendations included replication studies in a larger or different geographical area, utilizing a longitudinal approach, utilizing an experimental approach, and interviewing to gather qualitative data. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Descriptors: Higher Education, Part Time Faculty, College Faculty, College Administration, Administrators, Job Satisfaction, Teacher Attitudes, Work Environment, Teacher Recruitment, Teacher Persistence, Faculty Mobility, Statistical Analysis, Online Surveys, Teacher Surveys, Measures (Individuals), Models, Professional Autonomy, Statistical Significance, Correlation, Multiple Regression Analysis, Multivariate Analysis
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Iowa
Grant or Contract Numbers: N/A