HBCU Faculty Job Satisfaction: Implications for Effective Higher Education Leadership

Fayetteville State University, College of Education. 1200 Murchison Road, Fayetteville, NC 28301. Tel: 910-672-1634; Web site: https://digitalcommons.uncfsu.edu/jri/

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42

Black Colleges; College Faculty; Job Satisfaction; Teacher Attitudes; Teaching Conditions; Teacher Salaries; Teacher Promotion; Higher Education; Minority Serving Institutions; Leadership Responsibility

2168-9083

Studies show that the success of organizations typically depends on the extent to which leaders promote their employees' job satisfaction and commitment (Kouzes & Posner, 2007). As a result, employees' job satisfaction has received significant attention from business leaders and researchers (Belias & Kouestelios, 2014; Cakmak et al., 2015; Hesli & Lee, 2013; Seifert & Umbach, 2008). Most businesses recognize that enthusiastic, committed, and satisfied employees add value by enhancing customer satisfaction and retention, increasing productivity, and working toward the long-term success of their organizations (Choi, 2016; Cook, 2008). This survey sought to understand Historically Black Colleges and Universities (HBCUs) faculty perceptions of job satisfaction. Data were collected using questionnaires from tenured and tenure-track faculty. Data analysis used percentage and one-way ANOVA. The study findings showed that most faculty members, including co-workers and supervisors, are satisfied with their jobs. However, faculty satisfaction with pay (PAY) and opportunities for promotion and growth (PRO) were relatively low. The study's findings led to recommendations for enhancing job satisfaction in the context of higher educational institutions (HEIs), specifically at HBCUs and other minority-serving institutions.

As Provided

2024

EJ1447821