ERIC Number: ED235750
Record Type: RIE
Publication Date: 1983-Apr-15
Reference Count: 0
College Faculty Satisfaction and Institutional Identification.
Asmussen, Christopher B.
The influence of faculty characteristics, perceptions, and work environment on job satisfaction and identification with the institution was studied. Questionnaire responses from 9,237 faculty were evaluated, based on a 1971 survey conducted by the Stanford Project on Academic Governance. The following faculty characteristics were considered: time spent on research, number of books/articles published, educational background, academic rank, tenure status, age, and participation in governance. Colleges were categorized by type of institution and the teacher's role in institutional decision making was identified (e.g., selecting a department head, formulating admissions standards). Teacher job attitudes were determined concerning: teaching load and fairness of evaluation, working conditions, salary, the college administration, and the respondents' influence in the institution. Finally, attention was directed to the teacher's level of job satisfaction and identification with the institution (i.e, those who prefer to remain at their job and those who wish to relocate to another college). The findings are discussed, and path diagrams for six types of colleges indicate the influence of the individual and institutional factors on a general satisfaction score and institutional identification. (SW)
Descriptors: College Environment, College Faculty, Faculty College Relationship, Faculty Mobility, Faculty Workload, Governance, Higher Education, Identification (Psychology), Job Satisfaction, Participative Decision Making, Teacher Administrator Relationship, Teacher Attitudes, Teacher Characteristics, Teacher Salaries, Teaching Conditions
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: Researchers; Administrators; Teachers; Practitioners
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Canada, April 15, 1983).