Life Satisfaction and Job Satisfaction among University Faculty: The Impact of Working Conditions, Academic Performance and Relative Income

Abstract

This study examines the effects of work related factors (such as mobbing, job security and job concern) and academic related factors (such as publications, time for research and pressure) and relative income effect (social comparison and self-income evaluation) on life satisfaction and overall job satisfaction of young faculty members working at leading universities located in major cities in Turkey. The analysis is based on a unique survey conducted with 1215 research assistants. Separate regressions were run for the whole sample and for gender categories. Findings of the research revealed that life satisfaction and overall job satisfaction were strongly correlated with mobbing, time for research, formal and informal pressure and subjective job security. Separate regression results revealed that the significant predictors for overall job satisfaction differed among male and female respondents. In regard to relative income effect, findings were in line with the existing literature: attaching importance to income comparison has a negative impact on life satisfaction. In addition, downward self-income evaluation for the present has a negative effect on life satisfaction, whereas upward self-income evaluation for the future (expectations) has a positive effect on life satisfaction.

Role of Work and Family Factors in Predicting Career Satisfaction and Life Success

“…Teaching is habitually just one aspect of a university faculty job as the position also entails publication, service duties to the school, mentoring of students, etc. [ 6 ]. While studies of academic faculty emphasis stress and burnout [ 7 ], or factors that affect satisfaction such as income, role of superiors/leader characteristics, teaching self-efficacy, research expectations and pressure, etc.…”

An Analysis of the Academic Environment in Business and Professional Communication

“…Earning a tenure track position has long been the gold standard for academics in the United States; however, recent data suggest that 73% of teaching positions in 4-year schools in the United States are now off the tenure track (compared with 66% in 2009), and 65% of all teaching positions in 2-year schools are part-time (American Association of University Professors [AAUP], 2016; AAUP, 2009, as cited in Lawrence & Galle, 2011). While the instructors in these positions are dedicated, engaged, and qualified for their work, the instability of their employment presents implications regarding academic freedom (AAUP, 2016) as well as overall job satisfaction (Cerci & Dumludag, 2019). Furthermore, part-time instructors may lack resources such as supplies, equipment, mentoring, or supervision that, in turn, affect the student learning experience (AAUP, 2016).…”

“…In fact, some research suggests that support provided by department chairs and mentors is key in retaining adjunct faculty, on whom many departments rely to staff their classes (Diegel, 2013). Other factors such as the presence or absence of workplace bullying, adequate time for research, and lower levels of formal or informal pressure to produce and perform are also indicators of job satisfaction (Cerci & Dumludag, 2019). Student Factors.…”

The Impact of Mobbing on Labor Productivity in Terms of Business Administration and Law: An Application in Academic World

“…Human factors are also related to varying from mental, spiritual, moral, and cultural qualities and abilities of the individual. Also, job satisfaction is another factor in which job productivity is affected in the first order (Cerci and Dumludag, 2019;Nahar et al 2013). Job satisfaction means "a pleasurable or positive emotional state resulting from the appraisal of one's job or job experiences" (Locke, 1976(Locke, , p. 1300.…”

“…When we compare our findings with the existing literature, studies on mobbing support our results. In other words, academicians have incurred mobbing reduces their job satisfaction (Einarsen et al 2003;Bowling and Beehr, 2006;Rodriguez-Munoz et al 2009;Carroll and Lauzier, 2014;Ozturk and Sahbudak, 2017;Cerci and Dumludag, 2019).…”