Summary of the Literature

Defining job satisfaction and determining what factors influence job satisfaction

are difficult tasks. Although admitting that job satisfaction is not a simple concept,

Vroom (1995) found that positive attitudes toward a job equate to job satisfaction;

conversely, negative attitudes are equivalent to job dissatisfaction. Cranny et al. (1992)

contended that job satisfaction is an emotional reaction to a job created by the worker’s

comparing job-related outcomes to outcomes that the worker feels he or she expects or

deserves.

According to Gawel (1999), one of the first theories of how people find

satisfaction in their work was introduced with Maslow’s publication of Motivation and

Personality in 1954. In Motivation and Personality, Maslow expanded on his 1943 work

Summary of the Literature

Defining job satisfaction and determining what factors influence job satisfaction

are difficult tasks. Although admitting that job satisfaction is not a simple concept,

Vroom (1995) found that positive attitudes toward a job equate to job satisfaction;

conversely, negative attitudes are equivalent to job dissatisfaction. Cranny et al. (1992)

contended that job satisfaction is an emotional reaction to a job created by the worker’s

comparing job-related outcomes to outcomes that the worker feels he or she expects or

deserves.

According to Gawel (1999), one of the first theories of how people find

satisfaction in their work was introduced with Maslow’s publication of Motivation and

Personality in 1954. In Motivation and Personality, Maslow expanded on his 1943 work

Summary of the Literature

Defining job satisfaction and determining what factors influence job satisfaction

are difficult tasks. Although admitting that job satisfaction is not a simple concept,
Vroom (1995) found that positive attitudes toward a job equate to job satisfaction;

conversely, negative attitudes are equivalent to job dissatisfaction. Cranny et al. (1992)

contended that job satisfaction is an emotional reaction to a job created by the worker’s

comparing job-related outcomes to outcomes that the worker feels he or she expects or

deserves.

According to Gawel (1999), one of the first theories of how people find

satisfaction in their work was introduced with Maslow’s publication of Motivation and

Personality in 1954. In Motivation and Personality, Maslow expanded on his 1943 work

Summary of the Literature

Defining job satisfaction and determining what factors influence job satisfaction

are difficult tasks. Although admitting that job satisfaction is not a simple concept,

Vroom (1995) found that positive attitudes toward a job equate to job satisfaction;

conversely, negative attitudes are equivalent to job dissatisfaction. Cranny et al. (1992)

contended that job satisfaction is an emotional reaction to a job created by the worker’s

comparing job-related outcomes to outcomes that the worker feels he or she expects or

deserves.

According to Gawel (1999), one of the first theories of how people find

satisfaction in their work was introduced with Maslow’s publication of Motivation and

Personality in 1954. In Motivation and Personality, Maslow expanded on his 1943 work

contended that Herzberg’s theory is more overt than Maslow’s Hierarchy of Needs

because Herzberg’s Motivation-Hygiene Theory identifies a connection between needs

and job performance. Further, the authors said that Maslow’s lower level needs constitute

Herzberg’s hygiene factors and that Maslow’s higher ordered needs make up Herzberg’s

motivational factors.

Various researchers have offered differing opinions on factors that influence job
satisfaction. Vroom (1995) considered supervision, the work group, job content, wages,

promotional opportunities, and hours of work to be important. Cranny, Smith, and Stone

(1992) contended that age, sex, and race impact job satisfaction because these factors

may relate to opportunity. Schneider et al. (1992) agreed with Cranny et al. that a

person’s perception of opportunity greatly impacts job satisfaction. Even if a worker is

discontent with his or her present job, his or her discontent is lessened if he or she sees

promising, future opportunities. Herzberg et al. (1993) contended that motivation factors

(achievement, growth, recognition, responsibility, and the work itself) have a greater

impact on job satisfaction than do hygiene factors (interpersonal relations, policy and

administration, salary, supervision, and working conditions). In fact, the authors

concluded that the absence of hygiene factors can create job dissatisfaction; however,

their presence does not necessarily create job satisfaction.

There is little agreement in what factors determine job satisfaction in general

employment, as well as in higher education. Some aspects of the job that various

researchers consider significant are salary, tenure, working conditions, policy and

administration, and person-environment fit. Iiacqua and Schumacher (1995) believed that

job satisfaction in higher education is created by intrinsic factors related to the job of

college teaching: the challenges of the job, the academic ability of students, and financial

support for research. They believed that dissatisfaction is created by extrinsic factors,

such as the tenure process and the retirement program. Numerous researchers contended

that studying job satisfaction in community colleges is especially important. Wood

(1973) stated that job satisfaction is a prerequisite to long tenure and to excellent job

performance. Roznowski and Hulin (1992) believed that ascertaining levels of job

satisfaction of employees is actually the most significant data employers can obtain.

Studies on job satisfaction among college faculty have produced mixed results.
college teaching: the challenges of the job, the academic ability of students, and financial

support for research. They believed that dissatisfaction is created by extrinsic factors,

such as the tenure process and the retirement program. Numerous researchers contended

that studying job satisfaction in community colleges is especially important. Wood

(1973) stated that job satisfaction is a prerequisite to long tenure and to excellent job

performance. Roznowski and Hulin (1992) believed that ascertaining levels of job

satisfaction of employees is actually the most significant data employers can obtain.

Studies on job satisfaction among college faculty have produced mixed results.

recognition, responsibility, salary, supervision, the work itself, and working conditions.

His study also included a summative item asking respondents to rate their overall job

satisfaction. Interestingly, Wood (1973) found that respondents indicated greater job

satisfaction in their response to the final, all-inclusive question than they indicated on the

motivation and hygiene questions. Wood (1973) contended that a study of job satisfaction

is important as an absolute prerequisite to long tenure and to excellent job performance,

both of which lead directly to institutional effectiveness.

Other researchers are in agreement with Wood that studying job satisfaction in

order to maintain high levels of job satisfaction is important to the effectiveness of the

entire institution. Additionally, various researchers have suggested methods that can be

used to improve job satisfaction levels. Felder (1994) suggested the use of mentors.

Murray (2001) believed faculty development programs can be designed to provide

faculty with essential information, consequently increasing levels of job satisfaction.

Lumsden (1998) believed if faculty are made to feel empowered, they will be more

satisfied. In agreement with Lumsden, Ellis (1984) contended that shared governance,

which would empower faculty, would create greater job satisfaction. Although

researchers do not agree on the methods with which to increase job satisfaction, they do
agree that job satisfaction is an important consideration and that efforts made to increase

job satisfaction pay definite dividends not only in creating happy employees but also in

creating more effective employees.

Saif et al. (2012) stated that job satisfaction is a reoccurring theme and that most

research essentially explains the motivational contents and cognitive processes that make

up the factors of job satisfaction in any organization. Saif et al. further explained that all

Addington (2013) concurred and stated that the health of an organization is the

key to its greatness. He contended that the focus on health differentiates one organization

from another and that a healthy organization creates a non-toxic workplace. Adkins,

Quick, and Moe (2000) believed that there are four guiding principles which determine

organizational health. Addington listed seven indicators of a healthy organization: great

clarity in which there is no ambiguity regarding the mission and guiding principles; a

candid and trusting culture where honest dialogue is an expectation; well-defined policies

which empower people; people treated with respect and value; concern about results; and

humbleness as an organization which realizes that there are always areas of growth.