Faculty satisfaction with online teaching: a comprehensive study with American faculty

Marasi, Shelly; Jones, Brian; Parker, Janna M.

doi:10.1080/03075079.2020.1767050

Cited by 46 publications

(64 citation statements)

References 13 publications

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“…Results indicate faculty are satisfied with online teaching overall, which is consistent with previous research (Bolliger and Wasilik, 2009;Marasi et al, 2020). Despite the presume that faculty has a higher satisfaction level teaching postgraduate student due to interaction level The research makes several contributions to faculty satisfaction with online teaching literature.…”

Section: Discussionsupporting

confidence: 87%

“…Student engagement (perceived) refers to the extent to which faculty expectations and beliefs regarding student achievement, connection and conduct in an online course are attained. According to Marasi et al (2020), student interaction significantly influences faculty satisfaction with online teaching. Further research found that the student factor is the most critical factor affecting the faculty's satisfaction and institution-related issues are also crucial as they can influence satisfaction and motivation (Bolliger and Wasilik, 2009).…”

Section: Literature Review 21 Herzberg Theory Of Motivation and Its Consistent Resultsmentioning

confidence: 99%

“…Items in the questionnaires were designed in light of the theoretical background. Student engagement, institutional support, motivation and faculty satisfaction questionnaire was measured with five items on each dimension and were adapting based on Bolliger and Wasilik (2009) and Marasi et al (2020). Motivation in this study referred to intrinsic motivation and was measured using Herzberg criteria; passion, the work itself, advancement, responsibility, achievement and personal growth.…”

Section: Methodsmentioning

confidence: 99%

“…Another study by Suifan (2019) found that work motivation was positively mediate the relationship between work environment factors and job satisfaction. As previously stated that hygiene factors have a positive effect to motivation (Abdul Cader and Anthony, 2014;Amzat et al, 2017;Oladotun and Öztüren, 2013) and motivation has a positive effect to satisfaction (Bolliger and Wasilik, 2009;Marasi et al, 2020;Stokowski et al, 2018); hence, the following is hypothesized: H4. Motivation mediates the relationship between motivation and faculty satisfaction.…”

Section: Mediating Effect Of Motivationmentioning

confidence: 96%

“…The findings seemed to match with the previous research on faculty satisfaction; in the distance education environment, faculty motivation and satisfaction were stronger when faculty members felt that their school supported them. Marasi et al (2020) stated that motivation significantly influences faculty satisfaction with online teaching, and a study by Bolliger and Wasilik (2009) concludes that instructor-related factors directly impact instructor satisfaction. The study by Stokowski et al (2018) found a significantly positive correlation between job satisfaction and intrinsic motivation.…”

Section: Effect Of Motivation On Faculty Satisfactionmentioning

confidence: 99%

See 4 more Smart Citations

E-teaching satisfaction in a black swan moment: the effect of student engagement and institutional support

Basbeth¹,

Saufi

Sudharmin³

2021

QAE

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Purpose Assessing the impact of hygiene factors on faculty motivation and satisfaction in online teaching will advance the literature. It will especially demystify that both factors (hygiene factors and motivator) can cause job satisfaction in online education. The purpose of this paper is to firstly determine the level of faculty motivation and satisfaction in online teaching. Secondly, this study analyses the extent to which hygiene factors affect motivation and faculty satisfaction with online teaching. Design/methodology/approach The population of this study consists of university faculty in Indonesia and Malaysia. The sample is randomly chosen in 50 higher education institutions in Indonesia and Malaysia. The sample size is 206. The participants completed a survey, including perceived student engagement, institutional support, motivation, faculty satisfaction and demographical questions. To test the model, PLS-SEM was used using SmartPLS3 software. The hygiene factors construct was operationalized as a second-order construct consisting of first-order construct: student engagement and institutional support. Findings There were no statistically significant differences concerning institutional support and motivation by country of residence. However, there were significant differences in student engagement and faculty satisfaction by country residence. Concerning satisfaction and motivation, the most satisfied and motivated was the faculty member in Indonesia. Hygiene factors were found as the antecedent to faculty motivation and faculty motivation multiplying hygiene factors' effect on job satisfaction. The results showed that student engagement has the highest impact on faculty satisfaction, followed by motivation. Work motivation mediates the relationship between hygiene factors and faculty satisfaction. Research limitations/implications This study has limitations; firstly, causal inferences are not warranted as the data is cross-sectional. However, a future direction is to analyse the causal relationship between the hygiene factors, and motivation factors on faculty satisfaction using a formative first-order construct through a longitudinal study. Secondly, the results’ generalizability is another limitation of this study because the sample comprised only Indonesia and Malaysia faculty across 51 higher education institution in big cities in the island of Java in Indonesia and Malaysia peninsular only; however, the factors determined in this study represent the job-related aspects taken from the literature and the researchers’ experiences; other parts influence faculty satisfaction with online teaching. Therefore, identifying other elements is a future path. Practical implications When managers aim at increasing faculty satisfaction, the priority should be given to improve the performance of indicators with the highest effect but a relatively low in performance. All of this implies that higher education institution first needs to find ways to increase motivation by rewarding faculty in many forms, and improve the quality of instruction. Secondly, implementing policies and make some decisions that require an investment such as providing a learning management system. Social implications Indonesia and Malaysia higher education institutions may ameliorate faculty satisfaction with online teaching in several ways. Firstly, before the online course begins, higher education institutions should attempt to have faculty believe teaching online is worthwhile and understand the institution itself also believes it is significant. Administer training for faculty, especially regarding increasing connections with and between students, gives faculty the time needed to design an online course and provide faculty with a course management system with multiple capabilities. Secondly, during the online course, higher education institutions should support technical issues and try to have faculty believe they have an accommodating work schedule and independence with the online course. Originality/value This research firstly contributes to the literature by establishing the relationship between hygiene factors and motivation, and hygiene factors and satisfaction, which did not exist according to the two-factor theory in the past. Secondly, the authors provide evidence of motivation constructs as a mediating variable. Thirdly, this study broadens the literature scope by including faculty in two countries (Indonesia and Malaysia). It includes faculty from 51 higher education systems (e.g. public and private four-year universities), incudes graduate school in seven big cities in two countries, Indonesia and Malaysia.

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Section: Discussionsupporting

confidence: 87%

Section: Literature Review 21 Herzberg Theory Of Motivation and Its Consistent Resultsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Mediating Effect Of Motivationmentioning

confidence: 96%

Section: Effect Of Motivation On Faculty Satisfactionmentioning

confidence: 99%

See 3 more Smart Citations

E-teaching satisfaction in a black swan moment: the effect of student engagement and institutional support

Basbeth¹,

Saufi

Sudharmin³

2021

QAE

View full text Add to dashboard Cite

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The relationship between teaching experience and teaching outcomes in online teaching during the COVID‐19 pandemic: The mediating role of teaching engagement

An,

Wu,

Wang

et al. 2024

Psychology in the Schools

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This study examines the interrelationships of Chinese university teachers' online teaching experiences, online teaching engagement, and online teaching outcomes in the context of the COVID‐19 pandemic. We conducted a survey of 7978 teachers from 235 universities in China from April 2020 to 2021 and explored the relationships among online teaching experiences, teaching engagement, and teaching outcomes in the context of college teachers. The key findings include: (1) Chinese college teachers' online teaching experiences positively predict online teaching engagement, (2) Chinese college teachers' online teaching engagement positively predicts online teaching outcomes, (3) Chinese college teachers' online teaching experiences positively predict online teaching outcomes, and (4) teachers' online teaching engagement partially mediates the relationship between online teaching experiences and online teaching outcomes.

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How Students Influence Faculty Satisfaction with Online Courses and Do the Age of Faculty Matter

Sultan

Alqallaf

Al-Zarooni

et al. 2021

Proceedings of the International Conference on Artificial Intelligence and Computer Vision (AICV2021)

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Faculty satisfaction with online teaching: a comprehensive study with American faculty

Cited by 46 publications

References 13 publications

E-teaching satisfaction in a black swan moment: the effect of student engagement and institutional support

E-teaching satisfaction in a black swan moment: the effect of student engagement and institutional support

The relationship between teaching experience and teaching outcomes in online teaching during the COVID‐19 pandemic: The mediating role of teaching engagement

How Students Influence Faculty Satisfaction with Online Courses and Do the Age of Faculty Matter

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