Background: Colleges and universities are becoming increasingly accountable for teaching outcomes in order to meet rigorous accreditation standards. Job satisfaction (JS) seems more difficult to measure in the academic field in view of the complexity of roles, duties and responsibilities. Objectives: To compile and determine the psychometric properties of a proposed Academic Job Satisfaction Questionnaire (AJSQ) suitable for university faculty, and amenable to future upgrading. Materials and Methods: A 46-item five-option Likert-type draft questionnaire on JS was distributed for anonymous self-reporting by all the academic staff of five colleges in University of Dammam (n=340). The outcome measures were (1) factor analysis of the questionnaire items, (2) intra-factor α-Coefficient of Internal Consistency Reliability, (3) inter-factor correlations, (4) comparison of psychometric properties in separately analyzed main faculty subgroups. Results: The response rate was 72.9 percent. Factor analysis extracted eight factors which conjointly explained 60.3 percent of the variance in JS. These factors, in descending order of eigenvalue, were labeled "Authority", "Supervision", "Policies and Facilities", "My Work Itself", "Interpersonal Relationships", "Commitment", "Salary" and "Workload". Cronbach's-α ranged from 0.90 in "Supervision" to 0.63 in "Salary" and "Workload". All inter-factor correlations were positive and significant, ranging from 0.65 to 0.23. The psychometric properties of the instrument in separately analyzed subgroups divided by sex, nationality, college and clinical duties produced fairly comparable findings. Conclusion: The AJSQ demonstrated good overall psychometric properties in terms of construct validity and internal consistency reliability in both the overall sample and its separately analyzed subgroups. Recommendation: To replicate these findings in larger multicenter samples of academic staff.
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The study determined the predictors of job satisfaction of faculty members of Al Ghad International College for Health Sciences. Demographic characteristics such as age, civil status, educational attainment and length of experience and the level of job satisfaction in terms of intrinsic factors, extrinsic factors and general factors were assessed. Significant correlation between these variables and predictors of the level of job satisfactions were identified. This study is a descriptive correlational survey involving faculty members from female Dammam, KSA campus who have stayed in the said college for one year. Intrinsic, Extrinsic and General Job Satisfaction Scale of the Minnesota Satisfaction Questionnaire (MSQ) and open-ended interview were the primary tools utilized for data collection. The results of the study revealed educational attainment as the demographic characteristic significant to all job satisfaction scale: intrinsic, extrinsic and general factors. The predictors of the level of job satisfaction of faculty members are the intrinsic factors focused on meaningful use of time at work, collegial relationship, work values, chances and opportunities and work independence. The study concluded the importance of work cohesion and collaboration, work independence and values among faculty members. Salary and quality of tasks performed is regarded as essential components of the overall satisfaction of faculty members. Managerial implications were also endorsed defining the importance of involvement of the human resource department.
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Academics of universities have a critical and important role in the development and progress of countries as the main pillars of the higher education system. Job dissatisfaction can lead to their reduced research efficiency and work quality. This study was conducted to evaluate job satisfaction and dissatisfaction among academics of Shiraz University of Medical Sciences, Shiraz, Iran. It was a cross-sectional, descriptive and analytical study conducted in 2012 on 206 academics working at that university. Sampling was done systematically and data gathered using a researcher made questionnaire and analyzed using SPSS16 software as well as parametric and nonparametric methods. Job satisfaction of academics was average, with a mean of 58.5 ± 15.7 from 100 (Range: 42.8-74.2). The highest satisfaction was related to the dimensions of job nature and the lowest was in salaries and wages. Male academics were more satisfied than females (P=0.04). In addition, the mean of faculty member's job satisfaction in different faculties was significantly different (P=0.03). Generally, academics had a relatively good satisfaction level. Improving salaries, correcting the process of promotion and optimizing the management system are among factors that need more attention from authorities, in order to increase the academic members' satisfaction level.
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The overall job satisfaction of 128 faculty of Razi University in Iran was investigated using a modified version of the Minnesota Satisfaction Questionnaire to elicit information in this stratified random sample. Faculty members were most satisfied with intrinsic aspects of the work such as “social service,” “activity,” and “ability utilization” and less satisfied with extrinsic aspects of work such as “security,” “university policies,” and “compensation.” Publication counts and years of teaching experience contributed significantly to the prediction of overall job satisfaction among these faculty members. Intervention efforts must involve socializing faculty in the early stages of their careers, encouraging them to engage in research activities and write for reputable journals, while providing compensation and job security.
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BACKGROUND: Student satisfaction has an impact on student motivation, recruitment of new students, and retention of existing students. Hence, it is important for researchers and academic institutes to assess student academic satisfaction by valid and reliable scales. The aim of this study was to rigorously assess methodological quality and psychometric properties of scales measuring student academic satisfaction. METHODS: In this systematic review, databases including Scopus, PubMed, ProQuest, ScienceDirect, and Web of Science, and two Persian databases were searched using relevant keywords such as academic satisfaction, student satisfaction, university satisfaction, campus satisfaction, academic life experience, validation, and psychometric and factor analysis from 1970 to December 2018. Considering eligibility criteria, studies were selected after titles and abstracts screening. The methodological quality assessment was performed by the COnsensus-based Standards for the selection of health Measurement INstruments (COSMIN) checklist and the Terwee quality criteria. RESULTS: Of 814 retrieved articles, 13 studies were included in the study. Based on the COSMIN checklist, structural validity (84%), content validity (53%), and hypothesis testing (53%) were the most reported properties. One study reported cross-cultural validity, one for criterion validity, and none reported measurement error. CONCLUSION: The results of our study showed that in spite of ≥48 years of development in student satisfaction scales; however, each scale has at least one "poor" psychometric property based on the COSMIN checklist. Quality appraisal of scales is necessary after developing and performing psychometric process.
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Frontiers in Psychology
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Journal of South Asian Studies
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Journal of Holistic Nursing and Midwifery
Despite interest in improving performance management in universities, few studies have examined this topic. Because of the absence of validated tools in Iran for assessing behavior performance management, this study was conducted to validate the behavior performance management scale. Objective: This study aimed to assess the psychometric adequacy of the Performance Management Behavior Questionnaire (PMBQ) for the heads of university departments in Iran. Materials and Methods: This cross-sectional study was conducted in four phases. The first and second phases included PMBQ translation and its modification in accordance with the educational setting. The third phase consisted of the content and face validation, and the fourth phase aimed to evaluate the construct validity and reliability of this scale. All 400 faculty members (200 for exploratory factor analysis and 200 for confirmatory factor analysis) were studied. After translation, the 27-item PMBQ was evaluated for validity and reliability. Content Validity Ratio (CVR) and Content Validity Index (CVI) were computed for content validity. For construct validation, the exploratory factor analysis and confirmatory factor analysis were used. The PMBQ reliability was assessed by the Cronbach α coefficient. Results: Considering eigenvalues above one, five factors were identified that jointly explained 58.22% of the variance observed. Based on the arrangement of the factors, they labeled as monitoring performance management (9 items), coaching (6 items), goal setting (6 items), communication (3 items), and providing consequence (2 items). Results showed that the Average Variance Extracted (AVE) varied between 0.51 and 0.60; composite reliability was between 0.7 and 0.81, and the Cronbach α coefficient was between 0.70 and 0.82. Conclusion: PMBQ as a valid and reliable tool can be used for assessing the behavior of the heads of departments from the viewpoints of faculty members.
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Procedia - Social and Behavioral Sciences
