Faculty Career-Enhancing Training Opportunity Effects on Perceived Organizational Support, Job Satisfaction, and Organizational Commitment
Date of Conferral
Research has shown that organizations outside of academia that provide career-enhancing training opportunities have employees with greater levels of perceived organizational support, job satisfaction, and organizational commitment than do organizations without such training. Increasingly, colleges and universities are looking to attract and retain the most talented individuals; providing opportunities for growth through career-enhancing training opportunities may be one way to do so. This study examined whether or not faculty at institutions providing career-enhancing training opportunities showed a similar positive relationship between perceived organizational support, job satisfaction, and organizational commitment as have employees at organizations outside of academia; this study also examined if those levels varied by gender. A sample of 90 faculty members at both private and public academic institutions was recruited via LinkedIn and the Walden Participant Pool and were administered a 13-item demographic questionnaire, followed by The Survey of Perceived Organizational Support, The Job Satisfaction Survey, and The Three Component Model of Organizational Commitment Survey. Both a correlation and moderation analysis showed no significant relationship between the variables, suggesting the need for a larger sample. Although this study had non-significant results, it contributes to positive social change by promoting discussion of effective ways to improve faculty recruitment and retention and by highlighting the need for further research into the relationship between career enhancement and perceptions of organizational support, job satisfaction, and organizational commitment.
Bryant, Laura Pateri, "Faculty Career-Enhancing Training Opportunity Effects on Perceived Organizational Support, Job Satisfaction, and Organizational Commitment" (2016). Walden Dissertations and Doctoral Studies. 2795.