The collective good: the relationship among unionization, perceived control, and overall job satisfaction for faculty in two year colleges

Abstract

The purpose of this study was to examine what role working in a union or nonunion college has in influencing faculty perceptions of control over their work and overall job satisfaction. Using data from the 1993 National Study of Postsecondary Faculty, this study explored the relative importance of variables in influencing perceived control and overall job satisfaction among 3,636 full-time teaching faculty in two-year unionized and nonunionized colleges. A conceptual framework was adapted for this study from the situational model of job satisfaction (Locke, 1976) to select and organize variables according to background characteristics, characteristics of the job task, and financial reward variables. Results of correlational analyses confirm a positive relationship between perceived control and overall job satisfaction for two-year college teaching faculty in both union and nonunion colleges. For both perceived control and overall job satisfaction, multiple regression analyses reveal few differences in the predictive value of independent variables among faculty in union and nonunion colleges. Job task variables and financial reward variables, not including salary and benefits, were found to be predictive of perceived control for faculty in both union and nonunion colleges. Perceived control was found to be predictive of overall job satisfaction irrespective of union status. Satisfaction with workload and financial reward variables were found predictive of overall job satisfaction for faculty irrespective of union status. Gender (female) was found to be a predictor of job satisfaction for union faculty. A significant interaction among some variables and union status was found suggesting some variables predictive of perceived control and overall job satisfaction carry a greater importance for faculty at nonunion colleges. This study's findings have theoretical implications for support of the situational model of job satisfaction and the importance of perceived control or autonomy in influencing overall job satisfaction. The findings further have practical implications for two-year colleges concerned with improving the work environment for teaching faculty.