Higher Education and Faculty Job Satisfaction: Examining the Link Between Attitude, Productivity, and Professional Growth- A Qualitative Study

Abstract

Faculty job satisfaction plays a critical role in shaping the effectiveness of higher education institutions, influencing both teaching quality and institutional success. Research suggests that faculty productivity and satisfaction are deeply intertwined with work conditions, institutional policies, and personal achievements. Increased undergraduate teaching and service responsibilities have been found to negatively impact job satisfaction, particularly in research-intensive universities (Mamiseishvili, 2011). Faculty members derive satisfaction from different sources, with extrinsic factors such as institutional benefits and policies being particularly important across racial groups, while intrinsic factors such as publications and funded research contribute significantly to satisfaction, especially for Asian/Pacific Islander faculty (Ali, 2009).Moreover, dissatisfaction is frequently linked to issues related to pay, promotions, and administrative decisions, though faculty in higher-paying academic divisions report greater satisfaction (Locke et al., 2017). Work-life balance and working conditions also play a pivotal role in shaping faculty attitudes and performance (Nandan & Krishna, 2013). Given these complexities, institutions must reevaluate reward structures, tenure expectations, and faculty support mechanisms to maintain satisfaction and productivity (Mamiseishvili, 2011). Policies such as alternative tenure tracks and enhanced support for professional growth may offer viable solutions to improving faculty engagement and institutional outcomes (Locke et al., 2017). This study aims to explore these relationships further, contributing to the discourse on faculty well-being and productivity in higher education.