Faculty Members' Intentions to Leave: A National Study on Their Worklife and Satisfaction

Autor/in	Rosser, Vicki J.
Titel	Faculty Members' Intentions to Leave: A National Study on Their Worklife and Satisfaction
Quelle	In: Research in Higher Education, 45 (2004) 3, S.285-309 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0361-0365
DOI	10.1023/B:RIHE.0000019591.74425.f1
Schlagwörter	College Faculty; Quality of Working Life; Job Satisfaction; Labor Turnover; Perception; Structural Equation Models; Collegiality; Teacher Attitudes; Work Environment; Career Change + Suchen Sie Ihr Suchwort? Fakultät; Arbeitsqualität; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Wahrnehmung; Kollegialität; Lehrerverhalten; Arbeitsmilieu; Career changes; Berufswechsel
Abstract	Despite the importance of faculty retention, there is little understanding of how demographic variables, professional and institutional worklife issues, and satisfaction interact to explain faculty intentions to leave at a national level. Using the National Study of Postsecondary Faculty (NSOPF:1999) database, this study proposes (a) to extend our previous conceptualization and understanding of those issues that comprise the dimensions of faculty worklife, satisfaction, and intentions to leave, (b) to examine relationships between these three dimensions, and (c) to determine the extent to which demographic variables and the quality of worklife have an impact on satisfaction, and faculty members' intentions to leave. Using structural equation modeling, the findings indicate that the perceptions faculty members have of their worklife have a direct and powerful impact on their satisfaction, and subsequently their intentions to leave. That is, a combination of worklife perceptions of faculty members' professional and institutional issues and satisfaction initiates individuals' behavioral intentions and the desire to leave for another position and/or career alternative. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10