The purpose of study was to compare job satisfaction and job dissatisfaction among faculty members at six teachers colleges in the Bangkok metropolitan area with respect to age, gender, length of experience, level of education, administrative position, academic rank, department, faculties, and salary. The findings of this research were compared with previous studies of Vatthaisong (1982) and Karoonlanjakorn (1986), which measured job satisfaction among faculty members in the Northeastern part and in the non-metropolitan areas of Central Thailand. Additionally, this inquiry expanded the two previous studies and speculated on the possibility that Herzberg's two-factor theory is adaptable to Thai faculty members in Thailand. The instrument consisted of ten demographic items and a 67-statement questionnaire. The questionnaire was based on Herzberg's two-factor theory, and used a five-point rating scale for ten facets of job satisfaction/dissatisfaction. The total stratified random sampling population was made up of 400 faculty members from six teachers colleges in the Bangkok metropolitan area. The returned rate for questionnaires was 383 (95.75%). Frequency, percentage, mean, t-test, one-way analysis of variance, and Scheffe method were used for analyses. The level of significance was set at .05. The findings of this study indicated that faculty members with high ages, high work, experiences, high salaries, high academic ranks, high levels of education, and high administrative positions were more satisfied with their jobs than faculty members with lower rankings in these demographic variables. Male faculty members were more satisfied than female faculty members. The results of this research were similar to Vatthaisong's and different from Karoonlanjakorn's. The faculty members of Vatthaisong's inquiry and those of the present study were satisfied with their jobs in every facet except salary, while Karoonlanjakorn's findings reported that no areas of dissatisfaction were revealed. Because the factors described in Herzberg's theory were not the same as those determined in this study, Herzberg's two-factor theory may not be suitable for use with Thai faculty members in Thailand.

This study investigated job satisfaction/ dissatisfaction among business administration faculty at selected public Iranian universities. It also examined the relationship between faculty job satisfaction/ dissatisfaction and selected demographic and professional activity variables. Finally, the extrinsic and intrinsic factors associated with faculty job satisfaction were analyzed. It was also concluded that, despite a positive correlation of the intrinsic and the extrinsic factors, Herzberg's two-factor theory is a useful model in a faculty job satisfaction research. Furthermore, Hill's FJS was found to be reliable and valid for use in faculty job satisfaction studies in the colleges and universities in Iran.

The purpose of this study was to explore the correlation of stress and job satisfaction among urban special education teachers. A stress inventory, Maslach Burnout Inventory, a job satisfaction questionnaire, Minnesota Job Satisfaction Questionnaire, and a demographic profile were used to survey 292 special needs teachers.

M. Tech. (Department of Human Resource Management, Faculty of Management Sciences), Vaal University of Technology. / The main purpose of this study was to identify and describe the factors contributing to job satisfaction among employees of non-governmental organisations (NGOs) in Swaziland and to understand the drivers leading employees to think of quitting. Non-governmental organisations are institutions that provide employment opportunities in addition to the private sector and government institutions. The success of NGOs is determined by the availability and commitment of efficient and effective human resources. However, currently, most NGOs are highly affected by staff turnover and, therefore, the quality of the service they provide to the beneficiaries is affected and the financial and non-financial costs of filling vacant posts is significantly increased. To investigate this, a quantitative study was conducted using a structured questionnaire. A total of 300 employees working in NGOs throughout Swaziland were invited to complete the questionnaire and 197 useable responses were collected. The reliability (Cronbach’s Alpha) and construct validity (factor analysis) of the questionnaire were determined. This questionnaire was found to be reliable and valid. The statistical results obtained in this study showed that both forms of job satisfaction (intrinsic and extrinsic) have an inverse relationship with employees’ intentions to quit and that intrinsic job satisfaction was found to have a stronger influence on intention to quit.

The purpose of this research was to understand the beliefs and attitudes of teachers that affect their perceptions of job satisfaction in one small rural Florida school district. Data collected included a self-administered survey of Likert-type items measuring 20 factors for job satisfaction (96% response rate), individual semi-structured interviews, and focus groups. Analysis of the data confirmed prior research suggesting that multiple factors influence job satisfaction. Intrinsic satisfaction factors were the best predictors of overall job satisfaction: security, activity, social service, variety, and ability utilization. Extrinsic factors were most likely to predict overall dissatisfaction: recognition, company policies, opportunities for advancement, co-workers, and compensation. Interviews and focus groups further confirmed how participants projected personal significance onto these factors and how they interacted. The complexity of these interactions stemmed from personal perceptions and values participants placed on individual extrinsic factors and linked those values to other extrinsic factors. Consequently, other extrinsic factors took on perceptions of dissatisfaction based on the original factor. In addition, this research revealed several issues not previously reported in studies of rural teaching. First, "role confusion" emerged as a major source of job dissatisfaction for teachers who were either raised in the community or who had spent a considerable number of years in the community. These teachers often found themselves frustrated at work because of conflicting expectations and perceptions between their professional roles as teachers and their social roles in the community. Second, a high majority of teachers interviewed expressed dissatisfaction because they believed other teachers to have undue influence and power. However, interview data suggested that power was distributed properly but pervasive informal decision making processes led to the widespread perception of favoritism. In addition, teachers often exercised influence because no one opposed them. This study suggests that research to gain a better understanding of the sociology of rural communities needs to be conducted in rural education generally and specifically in rural teacher job satisfaction. Rural teachers' job satisfaction is complexly intertwined with a wide range of factors. Suggested uses for this study include an invitation for rural administrators and teachers to incorporate issues related to job satisfaction into their school improvement and professional development strategies. Addressing the factors influencing rural teacher job satisfaction, which have been previously overlooked, affords rural administrators a new opportunity to positively influence teacher retention, teacher quality, student achievement, and school climate.

M. Tech. (Department of Business Administration, Faculty of Management Sciences), Vaal University of Technology. / The purpose of this study is to investigate the influence of presenteeism on job satisfaction and organisational commitment among government employees within the Cacadu district. Research on presenteeism has been conducted and the majority of research on presenteeism has predominantly focused on its prevalence, determinants and economic effects, in the process neglecting important attitudinal results. Sickness presenteeism may signify physical presence and mental absence and can be associated with affective-motivational states such as job satisfaction and organisational commitment. The research methodology used to conduct the study is a combination of a literature review and an empirical study. A quantitative research paradigm and a descriptive research method were used to investigate a sample size of 220 employees within government departments in the Cacadu district. In order to minimise the study bias, simple random sampling was used to ensure that the sample accurately reflects the larger population (N=1025). Data were collected by means of a structured questionnaire. The instrument was piloted with 40 respondents and the instrument was hand delivered to all the participants. The results of the correlation analysis indicated that there is a moderate relationship between presenteeism and job satisfaction and a moderate relationship between presenteeism and organisational commitment. Regression analysis showed mixed results among presenteeism, job satisfaction and organisational commitment. Findings and recommendations of this study are significant to employees as they provide essential information regarding the influence and impact of presenteeism within the working environment and how these affect the performance of employees in delivering quality service within the Cacadu district. Given that there is presently little available research on the attitudinal consequences of sickness presenteeism and also non-work related presenteeism, these findings offer further opportunity for conducting research in the area.

Teacher shortages throughout the country have been an issue for school divisions and leaders. The demand for teachers has increased, while the number of teachers entering and graduating from teacher preparation programs is decreasing (Sutcher et al., 2016). Increased teacher demands by school divisions, schools, families, and testing requirements have contributed to declining teacher job satisfaction and teacher retention. Teachers are leaving high poverty, high minority schools for more affluent schools (Hanushek et al., 2004). The challenge of retaining quality teachers affects schools with diverse populations and high poverty, thus contributing to achievement gaps between minority and non-minority groups (Garcia and Weiss, 2019). Teachers in high poverty or high minority schools, mostly categorized as Title I schools, report low teacher job satisfaction levels, translating into high teacher turnover. The purpose of this qualitative study was to identify principal practices that impact teacher job satisfaction and retention in Title I elementary schools in a large suburban Central Virginia school division. The researcher sought to gain insight from Title I elementary teachers on the factors that they identified as impacting their job satisfaction and retention in their Title I elementary school. Title I elementary principals were interviewed and asked to identify their practices that they perceived to impact teacher job satisfaction and retention. The researcher sought to identify common factors identified by both Title I elementary principals and teachers in impacting teacher job satisfaction and retention. The intended outcome of this study was to provide Title I elementary principals and school division leaders with qualitative data to improve teacher job satisfaction and retention in Title I elementary schools. Data collection included five principal interviews and five teacher focus groups with 16 teachers in Title I elementary schools. An analysis of the data indicated that both teachers and principals perceived support, professional respect, relationships, climate, community, and collaboration to impact teacher job satisfaction and retention in Title I elementary schools. It is anticipated that this study's results could help Title I elementary principals and school divisions with high teacher turnover implement practices to impact teacher job satisfaction and teacher retention in Title I elementary schools; thereby improving consistent, quality instruction and student achievement. / Doctor of Education / Teacher shortages throughout the country have been an issue for school divisions and leaders. The demand for teachers has increased, while the number of teachers entering and graduating from teacher preparation programs, and remaining in the profession is decreasing. High poverty, high minority schools, and/or Title I schools are impacted more severely by the teacher retention challenges (Garcia and Weiss, 2019; Sutcher et al., 2016). The purpose of this qualitative study was to identify principal practices that impact teacher job satisfaction and retention in Title I elementary schools in a large suburban Central Virginia school division. The researcher sought to gain insight from Title I elementary teachers on the factors that they identified as impacting their job satisfaction and retention in their Title I elementary school. Title I elementary principals were interviewed and asked to identify their practices that they perceived to impact teacher job satisfaction and retention. The researcher sought to identify common factors identified by both Title I elementary principals and teachers in impacting teacher job satisfaction and retention. The intended outcome of this study was to provide Title I elementary principals and school division leaders with qualitative data to improve teacher job satisfaction and retention in Title I elementary schools. Data were collected from five principal interviews and five teacher focus groups with 16 teachers in Title I elementary schools. An analysis of the data indicated that both teachers and principals perceived support, professional respect, relationships, climate, community, and collaboration to impact teacher job satisfaction and retention in Title I elementary schools. It is anticipated that this study's results could help Title I elementary principals and school divisions with high teacher turnover implement practices to impact teacher job satisfaction and teacher retention in Title I elementary schools; thereby improving consistent, quality instruction and student achievement.

This study was planned to increase understanding of job satisfaction among faculty in middle size universities. The problem was job satisfaction and its association with selected demographic characteristics of faculty at Kenyatta University, second largest university in Nairobi. There was a response rate of 52.6 percent. All of the 300 faculty members with the rank of professor, associate professor, assistant professor, lecturer and teaching fellow participated in this research. Two instruments were used to collect data from the participating faculty. The first instrument was a demographic data sheet that solicited personal data from faculty. The second instrument was a standardized six dimensional survey instrument, the Job Descriptive Index (JDI). Both survey instruments were handed out in an envelope to all faculty by the researcher. The findings showed that most faculty were satisfied with their job in areas of co-workers and job in general. They seemed dissatisfied with the area of opportunities for promotion. The findings further demonstrated that most faculty were neither satisfied nor dissatisfied with their present work, present pay, and supervision. Analysis of variance demonstrated that the selected demographic variables of age, professional rank, and nationality were associated with job satisfaction. Scheffé's Multiple Comparison test and Newman-Keuls procedure were used to analyze differences in satisfaction among groups. The results showed that professors and lecturers were significantly more satisfied with their coworkers than were the assistant professors. Faculty members' gender, marital status, years of experience, tenure status, academic degree and area of interest did not influence job satisfaction. It is recommended that future research to determine an appropriate system of promotions structure and faculty growth and development be initiated.

The purpose of this study was to seek an understanding of the problem of low morale among Catholic priests based on the principles of Individual Psychology. The relationship of Adlerian life-style and social interest to job satisfaction among 210 pastors randomly selected from 13 of the 14 Catholic dioceses in Texas was investigated. The Life-style Personality Inventory (LSPI) was used to measure the Adlerian life-style. The Social Interest Scale (SIS) was used to measure the Adlerian concept of social interest. The Job Descriptive Index (JDI) was used to measure job satisfaction.

Sales representatives play a critical role in the development and sustainability of their business through the selling of products and services. Burnout inclined stress caused by low job satisfaction could adversely affect business development and survival. This study thus investigated the influence of job satisfaction on burnout amongst medical sales representatives. Two measuring instruments were used namely the Smith, Hulin and Kendall (1969) Job descriptive index (JDI) and the Pines, Aronson and Kafry (1981) Burnout index (BI). This study was conducted amongst 139 sales representatives working for a generic pharmaceutical organisation. Through a literature study, job satisfaction and burnout were defined, and a link determined between the two constructs. An empirical study revealed the relationship between job satisfaction and burnout. The results indicated a negative correlation between job satisfaction and burnout. Conclusions and recommendations were made regarding the enhancement of job satisfaction and the management of burnout among sales representatives. / Industrial & Organisational Psychology / M.A. (Industrial Psychology)