Faculty satisfaction with online teaching: a comprehensive study with American faculty

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. A...

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Bibliographic Details
Published in:Studies in higher education (Dorchester-on-Thames) 2022-03, Vol.47 (3), p.513-525
Main Authors: Marasi, Shelly, Jones, Brian, Parker, Janna M.
Format: Article
Language:English
Subjects:
College Faculty
Contingency tables
COVID-19
Educational Technology
Exploratory factor analysis
Faculty satisfaction
Higher education
Job Satisfaction
Motivation
Online Courses
Online instruction
online teaching
Pandemics
Public Colleges
Social Influences
Teacher Attitudes
Teacher Characteristics
Teacher Motivation
Teaching
Teaching Conditions
Technology Uses in Education
United States
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Summary: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.
ISSN:0307-5079
1470-174X
DOI:10.1080/03075079.2020.1767050