The Effects of Informal Mentoring on Adjunct Faculty Job Satisfaction at an Open Enrollment University
School of Education
Doctor of Education (EdD)
Brian C. Yates
Adjunct Faculty, Informal Mentoring, Job Satisfaction, Orientation, Part-time Faculty, Part-time Faculty Job Satisfaction Survey
Education | Educational Leadership
Nanna, Kevin, "The Effects of Informal Mentoring on Adjunct Faculty Job Satisfaction at an Open Enrollment University" (2018). Doctoral Dissertations and Projects. 1756.
Job satisfaction has long been considered a predictor of employee loyalty and retention. On the academic side, adjunct faculty have played a key role in post-secondary education for decades. As use of part-time adjunct faculty increases, now more than ever colleges should be focusing on attracting and retaining qualified adjunct faculty. Increasing enrollment, a changing demographic of student, modern technology and cost implications are all reasons why there has been an increase in demand for non-tenured or part-time faculty. With increased demand comes competition for the most qualified and able instructors. While competitive salary is a consideration, there are many other factors such as reputation, flexibility, comfort, and training that should be considered. This quantitative, Ex-Post- Facto (Casual-Comparative) study focused on Herzberg’s Two Factor Theory of Motivation, utilized the Part-Time Faculty Job Satisfaction Survey (P-TFJSS), specifically the subscale for overall job satisfaction, drew from a sample size of 250 adjunct faculty with 83 participants. Two outliers were removed leaving the sample size of 81 participants. A Mann-Whitney U test allowed the researcher to reject the null hypothesis. The researcher concluded that informal mentoring does indeed impact adjunct faculty job satisfaction.