Causes and Consequences of Academics' Emotions in Private Higher Education Institutions: Implications for Policy and Practice through the Lens of Affective Events Theory

Autor/inn/en	Ghasemy, Majid; Sirat, Morshidi; Rosa-Díaz, Isabel María; Martín-Ruiz, David
Titel	Causes and Consequences of Academics' Emotions in Private Higher Education Institutions: Implications for Policy and Practice through the Lens of Affective Events Theory
Quelle	In: Educational Research for Policy and Practice, 20 (2021) 3, S.367-393 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ghasemy, Majid)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-2081
DOI	10.1007/s10671-020-09288-0
Schlagwörter	College Faculty; Private Colleges; Emotional Response; Positive Attitudes; Job Satisfaction; Job Performance; Educational Policy; Educational Practices; Faculty Workload; Professional Autonomy; Affective Behavior; Predictor Variables; Foreign Countries; Malaysia + Suchen Sie Ihr Suchwort? Fakultät; Privathochschule; Emotionales Verhalten; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Work performance; Arbeitsleistung; Politics of education; Bildungspolitik; Bildungspraxis; Berufsfreiheit; Affective disturbance; Active behaviour; Affektive Störung; Prädiktor; Ausland
Abstract	This study aims at testing a few tenets of affective events theory (AET) from a predictive perspective in the context of Malaysian private higher education sector. Specifically, we examined the impact of workload and autonomy on academics' job satisfaction through interpersonal conflict and affective states. Additionally, the impact of affective states on job satisfaction via job performance was considered. We gathered data from 325 academics and analyzed them through partial least squares methodology. Our findings corroborated AET tenets considerably. The importance of the joint consideration of workload and autonomy in positively contributing to job satisfaction was highlighted. In addition, positive affect was identified as a stronger predictor of job satisfaction (as an attitude) and job performance (as an affect-driven behavior), comparing with negative affect. Specifically, positive affect was the strongest construct in increasing academics' job satisfaction in our theoretical model. The findings indicated policy relevance at both the macro and institutional levels and had managerial and practical implications for future research direction in human resource management in the private higher education sector. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01