Factors Contributing to Job Satisfaction in Higher Education
Factors Contributing to Job Satisfaction in Higher Education
复制标题
高等教育中工作满意度的影响因素
作者：
Joseph A. Iiacqua;P. Schumacher;Hsi
介绍已经做了大量的研究工作满意度的水平可能有独特的应用学术教师。这是特别真实的，当满意度和不满意度之间的分离被视为与学术就业的内在和外在特征。在他著名的动机模型中，Herzberg（1987）对内在因素和外在因素做了一些基本的区分。这些区别是建立在与主要人类特征有关的需求基础上的，即实现和通过这种成就体验心理成长的能力。这两个因素来自于基本动物本性的交替需求，一种避免环境痛苦的驱动力，以及建立在这些基本需求基础上的所有习得驱动力。例如，一个外在因素，即赚取高薪的动力，是建立在饥饿的基本需要之上的。然而，责任感和对工作本身的满意度等内在因素来自于人的个人进步和成长的能力。在教育环境中，内在因素涉及教师与他们的日常工作，工作本身的实际表现之间的直接联系。工作的内在因素是：工作本身、责任、成长或成就（Herzberg，1987）。赫茨伯格的外在或避免不满的因素包括组织政策、地位、薪酬、福利和整体工作条件。这些因素包括一个人的工作背景，环境设置。外在因素不太直接影响日常工作，但总是在后台。正如罗森菲尔德（Rosenfeld）和Zdep（1971）所发现的那样，并非工作环境的所有方面都可以完全分为内在或外在。他们请六位工业心理学教授将标准项目分为明显的内在或外在。虽然所有心理学家都同意，有几个项目是明确的内在或外在，许多项目也被归类为“中性”。为了反映这一发现，可以定义一种称为“中性”变量的新的变量类别，它既反映工作的内容，也反映工作的背景。在高等教育的背景下，“中性”变量的一个例子是影响机构政策的能力，因为这种影响不仅与机构录取的学生类型等内在工作方面有关，而且与每个教师教授的班级数量等外在工作方面有关。传统上，一个单一的规模已被用来衡量工作满意度和工作不满意度。通常，量表的高端测量完全满意，而低端评估完全不满意。介于两者之间的值表示不完全满意或不满意的程度。这类措施反映了一种普遍的看法，即工作满意度和不满意度是由同一组因素决定的。有大量的文献来确定这些潜在的因素。一些人认为，诸如专业兴趣、工作责任、心理认可、职业发展、技能利用和发展、工作乐趣以及决策自主权等内在奖励是工作满意度和不满意度的重要决定因素（Hanson，Martin，and Tuch，1987; Kalleberg，1977; Mortimer，1979; Seybolt，1976）。其他研究人员认为，外在的奖励和因素，如货币收入，福利，工作保障，行政政策，公司声誉，工作监督，工作条件，以及与同事和管理层的关系在决定工作满意度方面发挥着关键作用（格鲁恩堡，1980; Seybolt，1976）。还有证据表明，内在和外在因素都受到工人的社会人口背景的严重影响（Glenn和Weaver，1982; Gruenberg，1980; Kalleberg，1977; Kalleberg和Loscocco，1983; Martin和Hanson，1985; Martin和Shehan，1989）。…
Introduction The extensive research that has been done on levels of job satisfaction may have distinctive applications to academic faculty. This is especially true when the separation between satisfaction and dissatisfaction is viewed in relation to the intrinsic and extrinsic characteristics of academic employment. In his well known motivational model, Herzberg (1987) makes some basic distinctions between intrinsic and extrinsic factors. The differentiations are founded on needs related to prime human characteristics, the ability to achieve and through that achievement to experience psychological growth. The dual factors arise from alternate needs that spring from basic animal nature, a drive to avoid pain from the environment and all the learned drives that are built on those basic needs. For example, an extrinsic factor, the drive to earn a good salary, is built upon the basic need of hunger. However, intrinsic factors such as responsibility and the satisfaction with work itself arise from the human ability to personally advance and grow. In the educational setting, intrinsic factors involve a direct link between faculty and their day to day routine, the actual performance of the job itself. "Intrinsic to the job are: the work itself, responsibility, and growth or achievement (Herzberg, 1987)." Herzberg's extrinsic or dissatisfaction-avoidance factors include organizational policy, status, pay, benefits, and overall work conditions. These factors comprise the background of one's work, the environment setting. Extrinsic factors less immediately affect the day to day job but are always in the background. As discovered by Rosenfeld and Zdep (1971), not all aspects of a job environment can be classified exclusively as intrinsic or extrinsic. They asked six industrial psychology professors to classify criterion items as being clearly intrinsic or extrinsic. Although there was agreement by all psychologist, on several items as being clearly intrinsic or extrinsic, many items were also classified as "neutral". Reflecting this finding, a new category of variables called "neutral" variables may be defined which reflect both the content and context of the job. In the setting of higher education, an example of a "neutral" variable would be the ability to influence institutional policy, since such influence would relate not only to intrinsic job aspects such as the type of student admitted to the institution, but also to extrinsic job aspects such as the number of classes taught by each instructor. Traditionally, a single scale has been used to measure both job satisfaction and job dissatisfaction. Usually, the high end of the scale measures complete satisfaction while the low end assesses complete dissatisfaction. A value in between suggests a level of less than complete satisfaction or dissatisfaction. This type of measure is a reflection of the prevailing view that job satisfaction and dissatisfaction are determined by the same group of factors. There is a vast literature in identifying these underlying factors. Some suggest that intrinsic rewards such as professional interest, job responsibility, psychological recognition, career advancement, skill utilization and development, enjoyment of work, and autonomy in decisionmaking are important determinants of both job satisfaction and dissatisfaction (Hanson, Martin, and Tuch, 1987; Kalleberg, 1977; Mortimer, 1979; Seybolt, 1976). Other researchers suggest that extrinsic rewards and factors such as monetary income, fringe benefits, job security, administrative policy, company reputation, job supervision, working conditions, and relationships with peers and management play a critical role in determining job satisfaction (Gruenburg, 1980; Seybolt, 1976). There is also evidence that both intrinsic and extrinsic factors are heavily influenced by the socio-demographic background of the worker (Glenn and Weaver, 1982; Gruenberg, 1980; Kalleberg, 1977; Kalleberg and Loscocco, 1983; Martin and Hanson, 1985; Martin and Shehan, 1989). …