Instructional Decision-Making Authority and Job Satisfaction of Four-Year Faculty by Primary Job Activity, Percentage of Time Spent Teaching, and Academic Discipline

Abstract

The purpose of this study was to examine the effect of faculty satisfaction with instructional autonomy on overall job satisfaction. Using data from the 2004 National Study of Postsecondary Faculty and drawing on sum-of-facets theory, this study explored the job satisfaction of full-time faculty at four-year institutions who spent part of their time on teaching activities. The study also looked at differences by primary job activity, percentage of time spent teaching, and academic discipline using Biglan's discipline classification as the conceptual framework. Results of the study indicate that faculty are satisfied with their jobs overall. Additionally, results indicate that when controlling for demographic and employment variables, differences in primary job activity, percentage of time spent teaching, and academic discipline have a small but significant effect on the amount of overall job satisfaction that can be explained by satisfaction with instructional autonomy. The study's findings have theoretical implications for those concerned with maintaining or increasing faculty job satisfaction, including college administrators, policy makers, and faculty union leaders.