Theses and Dissertations
Date of Award
2009
Document Type
Dissertation - NSU Access Only
Degree Name
Doctor of Education (EdD)
Department
Abraham S. Fischler College of Education and School of Criminal Justice
Advisor
Carol B. Furtwengler
Committee Member
Carolyn S. Buckenmaier
Committee Member
Maryellen Maher
Keywords
Higher Education/Job Satisfaction/ Professional Development/Administrator Role
Abstract
This mixed-methods, applied research study was designed to assess the levels of job satisfaction and professional development needs of 20 division directors in the Connecticut community college system. No professional development programming designed for division directors was required or provided to assist them in performing their duties well. This lack of training opportunities appeared to affect their level of job satisfaction.
Three research questions focused this study: 1. What are division directors' perceptions of their job satisfaction? 2. To what degree do division directors believe that their feelings about job satisfaction are linked to professional development opportunities? 3. What suggestions do division directors have for the types and amount of professional development they need to be effective in their positions?
Quantitative and qualitative methods were used to respond to these questions. The Minnesota Satisfaction Questionnaire, long form, 1967 version, was the instrument used to measure job satisfaction on 20 sections with 5 items per section or scale. Descriptive statistics were reported. Focus groups and interviews with division directors were conducted, and data were analyzed inductively.
Most notable were the findings that, as a group, division directors had an average general satisfaction level of 72.5. When scores were converted to percentile scores for managers all of the female division directors and 1 of the male division directors had low levels of job satisfaction. The other men had average levels of job satisfaction. All division directors linked job satisfaction with professional development but were evenly divided about whether such opportunities should be specifically mandated by the Connecticut community college system or independently selected.
Division directors suggested several types of professional development, as reflected in the recommendations, which may enhance their abilities, role clarity, and job satisfaction. Recommendations included formation (a) of a council for division director to enhance communication between them and the Connecticut community college system and (b) of a mentorship program to encourage current division directors and recruit others as needed.
NSUWorks Citation
Patricia T. Owen. 2009. Assessing Job Satisfaction and Professional Development: Division Directors in Connecticut Community Colleges. Doctoral dissertation. Nova Southeastern University. Retrieved from NSUWorks, Abraham S. Fischler College of Education and School of Criminal Justice. (938)
https://nsuworks.nova.edu/fse_etd/938.