RELATIONSHIP OF FACULTY PRACTICE TO AUTONOMY, JOB SATISFACTION AND PRODUCTIVITY.
Contributors: George Mason University.
Published: 1991
Number of pages: 213
Subjects: Health Sciences, Nursing.; Education, Higher.; Health Sciences, Education.
Description: Nursing faculty and nursing leaders are debating whether faculty practice should be an essential component of the academic role. To add additional responsibilities to the workload of nursing faculty seems burdensome to many nursing educators. In spite of heavy workloads, there are those who advocate that faculty practice can serve, under certain conditions, to facilitate autonomy, job satisfaction, and scholarly productivity. Various faculty practice models have been created to involve faculty in the practice of nursing. The academic-based nursing care center is the latest model created as an attempt to resolve many of the conflicts that were experienced by older faculty practice models.

The purpose of this study was to determine the relationship of faculty practice to autonomy, job satisfaction and productivity. These variables were derived from the theoretical framework the job enrichment model of job design theory for motivation.

Three research questions guided the selection of the research instruments used to survey an academic-based nursing care center model of faculty practice. The instruments were: The Institute for Social Research (IRS)-autonomy scale; The Job Description Index (JDI)-measuring certain dimensions of jobs and a newly designed questionnaire-measuring productivity. Twenty-nine nursing faculty in a National League for Nursing accredited school of nursing in a private university participated in the study. Participants were interviewed in person and assured that their responses would be anonymous.

Data analysis of the selected variables and demographic data included t-tests, frequencies, means, and standard deviations. Cronbach's alpha coefficient was used to establish reliability for the newly designed questionnaire with a.84 coefficient result.

Findings showed that overall there were no significant differences between practicing and nonpracticing faculty groups in autonomy, job satisfaction, and productivity. However, the nonpracticing faculty members expressed a decrease in satisfaction due to the routine job design and inadequate pay.
Notes: Source: Dissertation Abstracts International, Volume: 52-06, Section: B, page: 2988.

Thesis (PH.D.)--GEORGE MASON UNIVERSITY, 1991.

School code: 0883.