ABSTRACT
BACKGROUND: It is essential for all university leaders to develop and maintain an effective programme of total quality management in a climate that promotes work satisfaction and employee support. PURPOSE: The purpose of the study was to investigate the relationship of faculty members' organizational commitment to their job satisfaction, perceived organizational support, job autonomy, workload, and pay. METHODS: A quantitative study, implementing a correlational research design to determine whether relationships existed between organizational commitment and job satisfaction, perceived organizational support, job autonomy, workload and pay. RESULTS: Stepwise linear regression analysis was used to estimate the probability of recorded variables included significant sample characteristics namely, age, experience and other work related attributes. The outcome showed a predictive model of three predictors which were significantly related to faculty members' commitment: job satisfaction, perceived support and age. CONCLUSION: Although the findings were positive toward organizational commitment, continued consideration should be given to the fact that faculty members remain committed as the cost associated with leaving is high. IMPLICATION FOR NURSING MANAGEMENT: A study of this nature increases the compartment in which faculty administrators monitor the work climate, observe and identify factors that may increase or decrease job satisfaction and the work commitment.
Subject(s)
Faculty, Nursing , Job Satisfaction , Leadership , Motivation , Social Support , Universities , Adult , Analysis of Variance , Efficiency, Organizational , Female , Humans , Male , Middle Aged , Models, Nursing , Models, Organizational , Models, Psychological , Personal Autonomy , Public Sector/economics , Public Sector/organization & administration , Statistics as Topic , Universities/economics , Universities/organization & administration , Workforce , WorkloadABSTRACT
BACKGROUND: The effects of student-faculty interactions in higher education have received considerable empirical attention. However, there has been no empirical study that has examined the relation between student-faculty interaction and college grade point average. PURPOSE: This is aimed at identifying the effect of nursing student-faculty interaction outside the classroom on students' semester college grade point average at a public university in Jordan. METHODS: The research was cross-sectional study of the effect of student-faculty interaction outside the classroom on the students' semester college grade point average of participating juniors and seniors. RESULTS: Total interaction of the students was crucial as it is extremely significant (t = 16.2, df = 271, P ≤ 0.001) in relation to students' academic scores between those students who had ≥70 and those who had <70 academic scores. However, gender differences between students, and other variables were not significant either to affect students' academic scores or students' interaction. CONCLUSION: This study provides some evidence that student-faculty interactions outside classrooms are significantly associated with student's academically achievements.
