ERIC Number: ED406895
Record Type: RIE
Publication Date: 1997-Mar-28
Reference Count: N/A
Job Satisfaction for Women Faculty Members in a Predominantly Female Discipline.
Robertson, Lona J.; Bean, John P.
This study examined: (1) factors associated with global job satisfaction for women faculty members in family and consumer sciences programs at land-grant institutions; (2) the extent to which these factors explain the global job satisfaction for these women faculty; and (3) the effect of the covariates of age, rank, and tenure on the global job satisfaction of the women faculty in these departments. Faculty at land-grant institutions were randomly selected to participate in the study. Data were collected using a mailed survey sent to 202 women faculty resulting in 138 completed surveys. Responses indicated high to very high levels of satisfaction with autonomy, work, relationships with students, opportunities to participate in academic decision making, role clarity, peer relationships, work load, and benefits. Low levels of satisfaction were reported regarding opportunities for mentoring by senior colleagues, the balance between work and other activities, and equity of policy. Respondents also reported low levels of satisfaction with working conditions, pay, recognition, and general resources. The results indicate that socialization and climate are the two factors that explain the greatest proportion of variance in the global job satisfaction of women faculty in the family and consumer science programs at land-grant institutions. (Contains 46 references.) (JLS)
Descriptors: Faculty College Relationship, Faculty Workload, Higher Education, Home Economics, Job Satisfaction, Land Grant Universities, Mentors, Organizational Climate, Quality of Working Life, Regression (Statistics), Socialization, Statistical Analysis, Teacher Attitudes, Teacher Characteristics, Teacher Morale, Teacher Welfare, Women Faculty
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, March 24-28, 1997).