Development of a Faculty Satisfaction Questionnaire for Ecuadorian Higher Institutions

Autor/inn/en	Estrada Aguilar, Leonardo Mario; Yoong Parraga, Cristina Edith; Bustamante Gracia, Karen Stefanie
Titel	Development of a Faculty Satisfaction Questionnaire for Ecuadorian Higher Institutions
Quelle	In: Journal of Applied Research in Higher Education, 15 (2023) 4, S.933-946 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Estrada Aguilar, Leonardo Mario) ORCID (Yoong Parraga, Cristina Edith) ORCID (Bustamante Gracia, Karen Stefanie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2050-7003
DOI	10.1108/JARHE-03-2022-0097
Schlagwörter	Test Construction; College Faculty; Job Satisfaction; Questionnaires; Foreign Countries; Test Validity; Test Reliability; Factor Analysis; Ecuador + Suchen Sie Ihr Suchwort? Testaufbau; Fakultät; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Fragebogen; Ausland; Testvalidität; Testreliabilität; Faktorenanalyse
Abstract	Purpose: The purpose of this paper is to develop and validate a context-specific scale to assess faculty job satisfaction for Ecuadorian higher education institutions. Design/methodology/approach: A draft questionnaire was developed after reviewing the literature. Then, following a pilot study the questionnaire was administered to a stratified random sample of 261 faculty members of an Ecuadorian University. An exploratory factor analysis based on a pairwise polychoric correlation matrix was carried out to validate the scale. Findings: A 24-item faculty satisfaction questionnaire was developed. The scale showed high reliability and validity. Following an exploratory factor analysis five dimensions emerged: (1) rewards and benefits; (2) IT and facilities services; (3) administrative and other campus services; (4) teaching support and development; and (5) working relationships. Research limitations/implications: Although our sample size is considered good, the ratio subjects to items of 6:1 was just above the recommended minimum. Due to the split questionnaire design for the research support and community services support sections and the fact that more than a half of the participants did not fill them we had to exclude the items from those sections from the analysis. Practical implications: The scale can be used by higher education institutions to assess faculty satisfaction periodically. Originality/value: To our knowledge this is the first study to develop a context-specific instrument to measure job satisfaction in Ecuadorian higher education institutions using exploratory factor analysis. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01