Date of Award


Document Type


Degree Name

Education (Ph.D)


Administrative and Instructional Leadership

First Advisor

James R Campbell

Second Advisor

Niall C Hegarty

Third Advisor

Fang L Lu


The purpose of this study was to contribute to the body of research on the factors which influence job satisfaction and retention of business faculty in higher education. This study utilized the National Study of Postsecondary Faculty NSOPF: 2004 which is a nationally representative sample of higher education faculty and was sponsored by the NCES and the U.S. Department of Education. It is important to investigate the characteristics which predict job satisfaction of business faculty as their expertise and field-based research affect the global economy. The study looked at the effect of several factors on the job satisfaction of business faculty: age, race, satisfaction with authority to make decisions, satisfaction with workload, demographics, highest degree, satisfaction with technology-based activities, satisfaction with salary, satisfaction with benefits, satisfaction with institutional support for teaching improvement and satisfaction with scholarly activities. Maslow’s needs hierarchy theory was one of the first theories to examine important contributors to job satisfaction. Professor’s job satisfaction appears to be the most widely studied factor in relation to professor self-efficacy. Without self-efficacy, people will not try hard to achieve anything because they will have the perception that their efforts will be pointless. Professor self-efficacy is a professor’s perceived capability to impart knowledge and to influence the behavior of students. Herzberg’s Motivational-Hygiene Theory is examined to determine the factors which influence job satisfaction. The paper examined if the characteristics of the structure of the population of business faculty predict job satisfaction. The findings were that faculty were equally satisfied based on gender and race. With respect to the factors which best predict levels of job satisfaction among business faculty, the findings were that faculty were satisfied with workload, technology-based activities, and scholarly activities. The results of the analysis indicated that business faculty comprise a distinct group among higher education faculty and possess a unique set of characteristics in terms of their demographic educational background employment status workload instructional practices and research activities. The researcher noted several features of the definition which make job satisfaction a fundamentally complex social attitude and there is confusion and debate about the applicability of Herzberg’s theory