•  
  •  
 

Abstract

Abstract

This study explored the lived experiences of faculty members in a Christian higher education (CHE) institution located in the southeastern region of the United States. Mentoring and advising were defined within the research as they pertain to CHE. Herzberg et al.’s (1959) two-factor model was the theoretical framework of this qualitative phenomenological study. The study examined how perceptions of mentoring and advising related to job satisfaction. Six participants completed interviews, asynchronous written discussions, and individual journal entries. Using Moustakas’ (1994) transcendental phenomenological approach, five themes were revealed: Student Impact, Relationship Development, Life Experience Mentorship, Christian Identity, and Fulfillment. Christian Identity was found to encompass and influence the other themes that pertain to job satisfaction in CHEs. Job satisfaction was not bound by intrinsic and extrinsic factors alone, but Christian Identity was the foundation for satisfaction in mentoring and advising relationships. Fulfillment was articulated as a core benefit of these relationships and stemmed from the Christian Identity of discipleship. Specifically, the long-term success of students supported previous research on a ripple effect of job satisfaction. Future research is recommended to compare current job satisfaction theories and the changing landscape of the workplace. Communication expectations, along with formal training in advising and mentoring relationships, warrant further study. Specific emphasis on Christian Identity as an enhancer of job satisfaction is recommended.

Download

Share

COinS
 
 

To view the content in your browser, please download Adobe Reader or, alternately,
you may Download the file to your hard drive.

NOTE: The latest versions of Adobe Reader do not support viewing PDF files within Firefox on Mac OS and if you are using a modern (Intel) Mac, there is no official plugin for viewing PDF files within the browser window.