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Abstract

The purpose of this study was to capture the lived experiences of faculty members at Christian higher education institutions regarding the impact of artificial intelligence (AI) on faculty job satisfaction. The study addressed two primary research questions: (1) What are the perceptions of Christian higher education faculty regarding expectations related to their use of AI in teaching? (2) How do these perceptions influence their job satisfaction? A transcendental phenomenological approach was used to gather data from six participants from a faith-based institution in the southeastern United States through individual interviews, focus groups, and journal prompts. Analysis followed Moustakas’ (1994) four-step process: epoché, phenomenological reduction, imaginative variation, and synthesis of composite textural and structural descriptions. Seven themes emerged. The first four, Journey from Fear and Resistance to Cautious Integration, Navigating the Ethical Dilemma, Utilizing AI as a Tool, and Human Authenticity vs. Dehumanization, addressed faculty perceptions of AI. The remaining three, Lack of Institutional Compass, Christian Lens and Job Expectations, and Disparate Experiences, highlighted how perceptions influenced job satisfaction. Findings suggest that most faculty perceived AI as a positive influence on job satisfaction, but there is a need for institutional guidelines and support for ethical AI integration. This study highlighted the affective and ethical dimensions of AI in Christian higher education. Findings indicate a need for balance between human connection and technological aspects of AI. Limitations include a small sample size, social desirability, and a short time frame. Future research includes exploring institutional readiness, communication strategies, and comparisons between faith-based and secular institutions.

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