Abstract
Job satisfaction for higher education faculty is influenced by many factors, with lesson planning serving as a contributing factor. This phenomenological study sought to explore and understand the lived experiences of faculty members regarding the impact of lesson planning on job satisfaction in a Christian higher education institution. Using phenomenological methods, 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 located in the southeastern United States. During the data analysis, five themes emerged: Faith Integration and Spiritual Purpose, Autonomy and Creative Freedom, Curriculum Alignment and Accreditation Expectations, Lack of Formal Training and Experiential Learning, and Time Constraints and Workload Stress. According to the collected data, Christian higher education faculty viewed lesson planning as a meaningful blend of faith integration, professional autonomy, and institutional alignment, though often shaped by limited formal training and reliance on experiential learning and peer modeling. These findings highlight how lesson planning functions as both a source of motivation and challenge for faculty, shaping job satisfaction through the interplay of faith integration, autonomy, institutional expectations, and workload demands.
Recommended Citation
Smith, Andrea Lynn; Baker, Randy; Hahn, David M.; Hemric, Cheryl B.; Hubbard, Karen Haaland; Miller, Annik A.; and Widger, Brenda L.
(2026)
"Beyond Lecturing: A Qualitative Exploration of the Impact of Lesson Planning on Faculty Job Satisfaction in Christian Higher Education,"
Journal for the Scholarship of Teaching & Learning: Vol. 2:
Iss.
1, Article 5.
Available at:
https://digitalcommons.liberty.edu/jsotl/vol2/iss1/5
Included in
Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Other Education Commons, Other Teacher Education and Professional Development Commons, Scholarship of Teaching and Learning Commons
