FACTORS INFLUENCING JOB SATISFACTION AND RETENTION AMONG FACULTY MEMBERS IN SCHOOLS OF NURSING OFFERING THE PHD DEGREE.
Contributors: University of North Carolina at Chapel Hill.
Published: 1987
Number of pages: 204
Subjects: Health Sciences, Nursing.
Description: The purpose of this study is to investigate the magnitudes and directions of the relationships between professional communication, role conflict and ambiguity, job satisfaction, and retention among faculty members in schools of nursing which offer the doctor of philosophy degree. Retention is defined as intent to remain with the organization. The literature suggests links among these variables as well as influence of geographic location and reputation of the school, calibre of students, salary, perceived potential for tenure, and family priorities upon retention.

Role expectations may be especially demanding and complex, leading to the same discomforts described in studies of many general faculty members who experience conflict between research, teaching, and service. There have been studies concerning job satisfaction and retention among this group, but none have attempted to relate all variables listed above to retention.

Using the theoretical base of socialization, a causal model was constructed to test these relationships. A survey questionnaire was mailed to a national sample of 380 nurse faculty members in PhD-granting programs, resulting in a return rate of 76%.

Results were that geographic location of the school had the greatest impact upon retention followed by role ambiguity and role conflict. Promotional satisfaction was next highest followed by work satisfaction and school reputation. Perceived likelihood for tensure attainment, calibre of students and external professional communication have indirect effects upon retention.

These results suggest while geographic location has the greatest influence upon intent to remain at the current school of nursing, role ambiguity and role conflict are nearly as influential in a negative direction. Satisfaction with pay and promotion are less influential, which is contrary to commonly held expectations by administrators concerning reasons for retention.

This study lends support based upon quantitative data to a number of qualitative observations frequently suggested for enhancing job satisfaction and retention. Implications include giving a clear public statement of expectations of scholarly work to prospective faculty members in research universities, and allowing faculty members to concentrate their activities in research or teaching as they prefer. Increased interdisciplinary interaction may enhance socialization and decrease role conflict and role ambiguity. (Abstract shortened with permission of author.).
Notes: Source: Dissertation Abstracts International, Volume: 48-11, Section: B, page: 3247.

Thesis (PH.D.)--THE UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL, 1987.

School code: 0153.