An Empirical Exploration of the Occupational Satisfaction of Counselor Educators: The Influence of Gender, Tenure Status, and Minority Status

Abstract

In higher education, occupational satisfaction is influenced by the environment as well as by the dispositional variables explored for occupational satisfaction in general. Within the context of counselor education, there are no empirical studies that explore the occupational satisfaction of counselor educators. This article provides an overview of the empirical research exploring group differences based on gender, tenure status, and minority status in occupational stress, coping strategies, and personal strain ratings for counselor educators. Implications for counselor education and future research are discussed.

Career Experiences of Counselor Educators: Early and Near-Tenure Experiences

“…The primary findings were consistent with the research on counselor education faculty career satisfaction (e.g., Bradley & HolcombMcCoy, 2004;Hill, 2009). The unanticipated result of early career job changes is likewise consistent with the literature (Johnsrud & Rosser, 2002).…”

“…The results of this research suggest the large role of experienced faculty as mentors in career success and satisfaction (Magnuson et al, 2006). Additionally, life demands of faculty, including first year experiences and understanding the tenure process (Conway), balance of wellness and job satisfaction (Connolly & Myers, 2003), cultural dynamics and career success (Bradley & Holcomb-McCoy, 2004), occupational stress (Hill, 2009;Johnsrud & Rosser, 2002;Reybold, 2005) and the acquisition of strategies that lead to success (Niles et al) are foci of research attention. Yet there appears to be minimal discussion of the experiences of faculty when they are 5 to 10 years into their careers.…”

“…Pre-tenured faculty may experience greater occupational stress than their tenured counterparts (Hill, 2009). In reality, tenured faculty have increased expectations.…”

Gender or Occupational Status: What Counts More for Well-Being at Work?

“…Job satisfaction has been defined as an individual's perception of how desired outcomes match expected outcomes in his or her job situation (Oshagbemi, 1999). High levels of satisfaction stem from a positive evaluation of how consistent work goals are with work demands and activities (Hill, 2009). Indeed, when individuals respond to questions about their overall job satisfaction, they make judgments about the extent to which their job meets what they want and need from an occupation (Magee, 2013).…”

New faculty members' emotions: a mixed-method study†

“…Previous studies have defined faculty success in terms of research productivity (Sax, Hagedorn, Arredondo, & Dicrisi, 2002;Perry, Clifton, Menec, Struthers, & Menges, 2000), teaching success (Perry et al, 1997), low stress (Hill, 2009;Lease, 1999), job satisfaction (COACHE, 2010(COACHE, , 2008, and career commitment (Bland, Center, Findstad, Risbey, & Staples, 2006;Harrison & Kelly, 1996) to name but a few. The ambiguous criteria for success is also evidenced by most higher education institutions (including where the current study data were collected) having a unique set of tenure and promotion guidelines in each academic department.…”