| The purpose of this concurrent embedded mixed methods study was to describe the variables associated with adjunct faculty satisfaction with online teaching. In this study, a survey measured the quantitative relationships between learning management system (LMS) acceptance, attitude toward LMS use, and satisfaction with online teaching. Open-ended response items and personal interviews explored additional variables associated with adjunct faculty satisfaction with online teaching using qualitative content analysis. The reason for combining both quantitative and qualitative data was to understand the research problem better by triangulating both broad numeric trends and detailed views of the data.;The research methodology employed to resolve the questions and hypotheses addressed by this study was that of mixed methods survey research. This study used descriptive, correlational survey research for the quantitative strand and open-ended survey questions along with personal interviews for the qualitative strand.;The quantitative strand of this study found support for all six hypotheses, correlating each of the individual constructs of LMS acceptance to the affective measure of satisfaction with online teaching (p < .001) as mediated by attitude toward LMS use. The constructs of LMS acceptance, derived from the unified theory of acceptance and use of technology, were performance expectancy, effort expectancy, social influence, facilitating conditions, computer self-efficacy, and computer anxiety. Structural equation modeling demonstrated reasonable fit parameters for the statistical model and, along with qualitative content analysis, formulated added variables for further study as essential components of satisfaction with online teaching.;This study was significant in that it identified critical constructs of LMS acceptance based on years of valid and reliable technology acceptance theories that correlated to a widely recognized measure of job satisfaction. Moreover, it identified potential antecedents to and consequences of LMS acceptance. The final theoretical framework added the variables of faculty engagement, student engagement, workload, subject matter, job performance, and turnover intention as areas for future research with respect to satisfaction with online teaching. |
