Faculty Satisfaction with Online Teaching: A Comprehensive Study with American Faculty
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| Title: | Faculty Satisfaction with Online Teaching: A Comprehensive Study with American Faculty |
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| Language: | English |
| Authors: | Marasi, Shelly, Jones, Brian, Parker, Janna M. |
| Source: | Studies in Higher Education. 2022 47(3):513-525. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Teacher Attitudes, Job Satisfaction, Online Courses, Educational Technology, Technology Uses in Education, College Faculty, Public Colleges, Teaching Conditions, Teacher Characteristics, Teacher Motivation, Social Influences, COVID-19, Pandemics |
| DOI: | 10.1080/03075079.2020.1767050 |
| ISSN: | 0307-5079 |
| Abstract: | The purpose of this research is to combine and extend the literature to determine which and to what extent various job-related factors influence faculty satisfaction with online teaching. A preliminary investigation was conducted to identify job-related factors that influence faculty satisfaction. An analytical study comprised of higher education faculty across the US was conducted for analyses. Herzberg's two-factor theory is used as the framework for the factors being motivators or hygienes. An exploratory factor analysis was performed to identify the job-related factors based on the items determined from the preliminary investigation. Hierarchical linear regressions were conducted to determine the job-related factors' influence on faculty satisfaction with online teaching. Crosstabulations were conducted for the item involving whether faculty are more satisfied with many or minimal interactions/relationships with students. The results indicate that most of the job-related factors significantly influence faculty satisfaction with online teaching. Overall, faculty are satisfied with online teaching. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1335796 |
| Database: | ERIC |
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| Abstract: | The purpose of this research is to combine and extend the literature to determine which and to what extent various job-related factors influence faculty satisfaction with online teaching. A preliminary investigation was conducted to identify job-related factors that influence faculty satisfaction. An analytical study comprised of higher education faculty across the US was conducted for analyses. Herzberg's two-factor theory is used as the framework for the factors being motivators or hygienes. An exploratory factor analysis was performed to identify the job-related factors based on the items determined from the preliminary investigation. Hierarchical linear regressions were conducted to determine the job-related factors' influence on faculty satisfaction with online teaching. Crosstabulations were conducted for the item involving whether faculty are more satisfied with many or minimal interactions/relationships with students. The results indicate that most of the job-related factors significantly influence faculty satisfaction with online teaching. Overall, faculty are satisfied with online teaching. |
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| ISSN: | 0307-5079 |
| DOI: | 10.1080/03075079.2020.1767050 |
