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Job satisfaction characteristics of ...

Sand, Mary Herak.

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Job satisfaction characteristics of full-time faculty members at Montana tribal colleges.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Job satisfaction characteristics of full-time faculty members at Montana tribal colleges./
作者:	Sand, Mary Herak.
面頁冊數:	221 p.
附註:	Source: Dissertation Abstracts International, Volume: 66-05, Section: A, page: 1652.
Contained By:	Dissertation Abstracts International66-05A.
標題:	Education, Guidance and Counseling. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3175785
ISBN:	0542136740

Job satisfaction characteristics of full-time faculty members at Montana tribal colleges.
Sand, Mary Herak.

Job satisfaction characteristics of full-time faculty members at Montana tribal colleges. - 221 p.

Source: Dissertation Abstracts International, Volume: 66-05, Section: A, page: 1652.

Thesis (Ed.D.)--University of Montana, 2005.

Responses to an e-mail survey of full-time faculty members at the seven Montana tribal colleges (64% response rate) revealed the following areas of greatest overall satisfaction: workspace, computer, pedagogical independence, personal academic preparedness, personal commitment and motivation, student classroom behavior, and financial aid office. Areas of least overall satisfaction included salary, time/workload pressures, academic preparedness of students, effectiveness of faculty evaluation processes, effectiveness of new faculty orientation, and degree to which the colleges provide resources for integrating culture into courses.

ISBN: 0542136740Subjects--Topical Terms:

1017740
Education, Guidance and Counseling.

Job satisfaction characteristics of full-time faculty members at Montana tribal colleges.
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520 $a Responses to an e-mail survey of full-time faculty members at the seven Montana tribal colleges (64% response rate) revealed the following areas of greatest overall satisfaction: workspace, computer, pedagogical independence, personal academic preparedness, personal commitment and motivation, student classroom behavior, and financial aid office. Areas of least overall satisfaction included salary, time/workload pressures, academic preparedness of students, effectiveness of faculty evaluation processes, effectiveness of new faculty orientation, and degree to which the colleges provide resources for integrating culture into courses.
520 $a Comparison of results with those of a 2003 survey of tribal college faculty members nation-wide revealed similar areas of greatest and least job satisfaction. Montana faculty members appeared to be less satisfied with salary and benefits, however.
520 $a Paired sample t-tests results compared job satisfaction levels of five Montana within-group categories: Indian/Non-Indian, male/female, older/younger, longer employed/more recently hired, and higher salary/lower salary. The instructors were in agreement in most areas. Where there were significant differences, American Indian instructors, male instructors, younger instructors, and more recently hired instructors expressed more dissatisfaction than their counterparts. In salary-based comparisons, instructors earning lower salaries were significantly less satisfied in four areas, and instructors earning higher salaries were significantly less satisfied in six areas. When asked to rate the importance of hiring more American Indian instructors, a majority of respondents rated it important, but significantly more Non-Indian and older instructors indicated ambivalence. Although the instructors as a group rated overall job satisfaction as "high neutral," over half were giving some thought to leaving their tribal colleges within three years to accept a full-time position not at a tribal college, with American Indian instructors even more likely to leave than Non-Indian instructors.
520 $a A theme analysis of responses to open-ended survey questions revealed the following themes of greatest satisfaction: connection with students, service (altruism theme), campus environment, and teaching. Themes of greatest dissatisfaction were leadership; student preparedness and performance; ethnicity-related tensions; teaching challenges, especially integrating culture into curriculum; and time-workload stress. Salary emerged as a strong theme when instructors were asked what it would take to recruit and retain more American Indian faculty members.
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