Abstract
Job satisfaction among faculty members and faculty support staff in higher education is a complex phenomenon influenced by various factors, including institutional and committee service expectations. This qualitative study gauged feedback from Christian higher education faculty members and faculty support staff regarding the institutional and committee service expected of them, as well as how their engagement with these expectations affects their job satisfaction. Using a hermeneutic-phenomenological schema, the researchers conducted in-person interviews, administered discussion board focus groups, and gathered reflective journal entries from a sample size of six participants at a large, faith-based university. During the analysis of the resultant data, four major themes emerged: job satisfaction, workload, collaboration, and faith. Across the collected data, participants reported both positive and negative perceptions related to their extra-pedagogical service responsibilities. It became clear that workload and time pressures contributed to feelings of dissatisfaction, but participants also reported that opportunities for collaboration and the ability to integrate faith in their vocation increased job satisfaction. The study findings suggest that intentional alignment of extra- pedagogical service with the institution’s religious mission may bolster the job satisfaction of faculty and faculty support staff.
Recommended Citation
Milacci, Andrew F.; Castaneda, Alisha; Brown, Janet; Mason, Alex; Miller, Annik; and Sneeringer, Christopher
(2025)
"Beyond Lecturing: Christian Higher Education Faculty and Faculty Support Staff Perceptions of Institutional and Committee Service Expectations and How These Affect Job Satisfaction,"
Journal for the Scholarship of Teaching & Learning: Vol. 1:
Iss.
1, Article 6.
Available at:
https://digitalcommons.liberty.edu/jsotl/vol1/iss1/6
Included in
Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Scholarship of Teaching and Learning Commons, Teacher Education and Professional Development Commons
