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ERIC Number: ED499387
Record Type: Non-Journal
Publication Date: 2007-Dec-19
Pages: 10
Abstractor: Author
Part-time Faculty Job Satisfaction in Higher Education: A Literature Review
Howell, Scott L.; Hoyt, Jeff
Online Submission
The purpose of this literature review was to inform researchers of those predictive factors of job satisfaction previously identified for part-time faculty in higher education. They used the information gathered to help develop a survey instrument that was administered to 700 part-time faculty at their own institution. The results of the study, and an explanation of the technical elements of the instrumentation, became the subject of two other peer-reviewed publications. The review of the literature focused on studies from the 1990s to the present (2007), which surprisingly yielded only a few that were devoted to a study of job satisfaction for part-time faculty in higher education. It also briefly examined the theoretical constructs of two motivational theorists, Frederick Herzberg and Abraham Maslow. The most important research conducted so far on job satisfaction for part-time faculty was completed by Judith Gappa (Princeton University) and David Leslie (Florida State University) in 1993. The National Center for Education Statistics (NCES) has also conducted a study known as the National Study of Postsecondary Faculty (NSOPF) every five or six years, i.e., 1988, 1993, 1999, and 2004, that includes a section for part-time faculty. This review examined three other academic studies and one on employee job satisfaction conducted by The Society for Human Resource Management (SHRM)--something it has done each year beginning in 2007. It became evident to the researchers, after this review of the literature, that the following factors most appeared to predict job satisfaction for part-time faculty: autonomy, teaching schedule, pay, work preference, faculty support, recognition, status, class facilities, quality of students, and job security.
Publication Type: Information Analyses
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A