Intrinsic, extrinsic, demographic, and institutional factors related to job satisfaction of full- and part-time public community college faculty

The purpose of this study was to gain insight into community college faculty job satisfaction of full- and part-time faculty in relation to intrinsic and extrinsic, demographic, and institutional typology factors affecting job satisfaction. Intrinsic, extrinsic, demographic and institutional typology job satisfaction factors were operationalized as predictors by employing the 2004 National Study of Postsecondary Faculty (NSOPF: 04) and the 2005 Carnegie classifications to adapt and extend the model developed by Hagedorn (2002) to public community college faculty. The outcome variables of global job satisfaction were operationalized by using the NSOPF: 04 employment index and the instruction index variables. Independent samples t-tests were conducted to evaluate overall job satisfaction between full- and part-time faculty for both outcome variables. There are significant (p < .001) differences in job satisfaction between full- and part-time faculty with the greatest levels of dissatisfaction of full-time faculty in workload (p < .001) and of part-time faculty with benefits ( p < .001). The relationships between predictor and outcome variables were evaluated using weighted least squares multiple regression. The regression models for intrinsic and extrinsic, demographic, and institutional typology were all significant with the intrinsic and extrinsic predictors accounting for 22% of full-time faculty satisfaction variance and 33% of part-time faculty job satisfaction variance with the employment index. Values of beta for all intrinsic and extrinsic predictors were significant at least at the p < .05 level. A large negative correlation was reflected for the part-time faculty predictor that part-time faculty are treated fairly (r = -.51) while negative medium correlations were observed for both full- (r = -.38) and part-time (r = -.42) faculty for the predictor of opinions that teaching is rewarded and for full-time faculty that part-time faculty are treated fairly. The demographic predictors for full-time faculty accounted for 23% and part-time faculty accounted for 22% of the variance in with the employment index. Implications for practice and areas for further research are discussed.