Browsing by Subject "Job Satisfaction"
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Item Effects of Role Stressors Appraised as Challenges and Hindrances on Work Outcomes(2017-12) Wetzelberger, Samantha K.; Glazer, Sharon; Kożusznik, Małgorzata; University of Baltimore. Yale Gordon College of Arts and Sciences; Master of Science in Applied PsychologyThis study examines the moderating effects of stressor appraisal as a challenge, hindrance, both, or neither among 237 full-time employees who completed surveys via MTurk. Utilizing the Transactional Model of stress, it was predicted that correlations between each of role ambiguity, role conflict, and role overload would negatively relate with general well-being, affective commitment, and job satisfaction, and positively relate with tedium, anxiety, and turnover intentions. Second, it was expected that when appraising a role stressor as a high challenge (vs. a high hindrance) the deleterious effects of stressors on outcomes would be weaker. The first prediction is supported; however, the second set of predictions are only partially supported. The appraisal of a stressor as a hindrance indicates stronger deleterious effects on psychological strains, specifically anxiety and tedium. Whereas, when stressors, specifically role conflict, are appraised as a challenge, there appears to be a modest buffering effect on general well-being and job satisfaction. Third, this study examined a three-way interaction between each of the role stressors, and the appraisal of a stressor as a (high or low) challenge and a (high or low) hindrance. Results indicate that role conflict appraised as a low hindrance and a high challenge mitigates the deleterious relationship between role conflict and tedium. In fact, when role conflict is appraised as a high hindrance and a low challenge, the positive relationship between role conflict and tedium intensifies. Furthermore, when role conflict is appraised as a high hindrance and as a high challenge, there is little to no protection from the deleterious effects of role conflict on tedium. These findings further highlight the importance of self-appraisal and indicate that challenge stressors do not always lead to positive outcomes, but perceiving stressors as challenges may help to mitigate negative outcomes.Item Impact of Employee Recognition Programs on Motivation and Job Satisfaction of Employees in Assisted Living Communities(2021-08-13) Harrington, Kelly; Jose, Anita; Hood College Department of Education; Organizational LeadershipThis study explored the relationship between employee recognition programs, motivation, and job satisfaction of employees in assisted living communities. Conducted to answer two major research questions – the types of employee recognition programs prevalent in assisted living communities, and the relationship between such programs, motivation, and job satisfaction – this quantitative study used a cross-sectional survey of employees in three assisted living communities in the Mid-Atlantic region. Results indicated that while all four types of recognition programs studied, personal, work practice, job dedication, and results, were present in the communities, the most prevalent were the personal recognition programs. Consultative communication, flexible scheduling, orienting new employees, and professional development opportunities topped the most prevalent practices found in the studied communities. A mediation analysis, run to test the relationships among the variables, found that employee recognition programs directly influenced motivation (p < .01). It also found that while employee recognition programs directly influenced job satisfaction (p < .001), motivation did not mediate this relationship. The main significance of this research is its setting; although the topics of motivation and job satisfaction have been studied in different settings by many theorists, there has been a paucity of research in assisted living communities. This research also provides a unique window into what motivates the employees studied. This research offers several important practical implications for motivating employees, and keeping them satisfied, in care-giving settings. As the aging of America continues and more people are projected to live in assisted living communities, what motivates and satisfies the employees assumes special significance.Item INVESTIGATING THE FACTORS INFLUENCING ESL TEACHER PROFESSIONAL IDENTITY IN HIGHER EDUCATION: A MIXED METHODS STUDY(2017-01-01) Rashed, DoaaRashed, Doaa; Blunck, Susan M; Rakes, Christopher; Language, Literacy & Culture; Language Literacy and CultureThis study examined the relationship between factors influencing the professional identity of teachers of English as a second language (ESL). The sample consisted of 480 ESL teachers in English language programs in universities and four-year colleges in the United States. Four contextual factors were identified from the literature: self-efficacy, job satisfaction, motivation, and commitment. An online survey was compiled from previously validated subscales to measure ESL teacher professional identity and the four contextual factors. The survey included both open- and close-ended questions. The study followed a convergent parallel mixed methods design, a triangulation design in which the quantitative and qualitative data are collected and analyzed at the same time and synthesized for interpretation (Creswell, 2014). Qualitative data from the open-ended questions were analyzed in NVivo following the typological development strategy (Plano Clark & Creswell, 2008). Quantitative data were used to test eight hypothesized structures to model ESL teacher professional identity. Structural Equation Modeling (maximum likelihood estimator with robust SE) was used to compute all fit indices and model parameters. These analyses resulted in four key findings. (1) ESL Teacher Professional Identity is the sum of multiple interactions between contextual factors in the workplace resulting in three professional identity profiles. (2) ESL teachers' linguistic diversity and cultural sensitivity and experiences influence their professional identity. (3) Commitment is a defining characteristic of ESL teacher professional identity. (4) The native and non-native English speaking status of ESL teachers does not have a strong influence on the factors or ESL teacher professional identity. These findings indicate that, in the ESL teaching context in higher education, contextual factors interact with each other and with teacher professional identity, resulting in three emerging professional identity profiles that characterize this interaction. A clear understanding of ESL teacher professional identity should take into consideration the impact of the work environment as well as the constant influence of teachers' professional identity on such environment.Item Job perceptions of contingent and traditional faculty.(Academic Exchange Quarterly, 2007) Wyatt-Nichol, HeatherThe use of contingent workers has increased in recent years, particularly within the field of higher education. In addition to the use of adjuncts to meet fluctuating demands, many universities have increased the number of full-time faculty not on the tenure-track. Relationships between job satisfaction, perceived organizational support, and quality of exchange relationships among tenured, tenure-track, and contingent faculty were examined. Traditional faculty members reported higher levels of satisfaction and organizational support, however there were few differences in perceptions of the quality of working relationships.