Health sciences faculty satisfaction in distance learning: A relationship to intent to leave

Date

2020-12

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Abstract

Health Sciences Faculty satisfaction in distance learning: A relationship to Intent to Leave Academic administrators need to know the determinants for retention for those professionals who choose to enter the academe and teach online to mitigate turnover and subsequently improve the workplace. Health sciences field need a continuous supply of educators in the form of higher education faculty but those professional have a plethora of career opportunities. Therefore, recruitment and retention of qualified health science professionals in academia has continued to be a challenge as the field of healthcare continues to grow at a rapid pace. This study explores variables that have been used to measure satisfaction in the workplace. The grounded theories of faculty satisfaction and employee intent to leave intersect. Results that were included for study and further insight in dissatisfaction’s relationship to intent to leave was determined. Six satisfaction and intent to leave surveys were answered by 83 online instructors in a higher education health sciences institution. Overall, the sample of faculty from the Schools of Health Professions and Nursing were satisfied and had limited interest in leaving their job and institution. The results of the multiple regression data analysis showed that the significant variables that influenced institution job satisfaction were the attitudes toward teaching, one’s amount of teaching experience, one’s lack of teaching training, and being female. The results of the path analysis showed that satisfaction from support for online teaching indirectly impacted the faculty intent to leave while influencing job satisfaction and institution satisfaction. Job satisfaction and institution satisfaction directly influenced faculty intent to leave. This study showed that administrators could use the satisfaction measurement constructs to continuously measure the satisfaction level of their faculty and their intent to leave. Further, one could use the path analysis model as an overall picture of the indirect relationship of satisfaction from support for online teaching to intent to leave, with job satisfaction and institution satisfaction as the key influences over intent to leave. The model resulting from the study should allow an organizational theory construct for academic deans to follow to mitigate their risk of losing valuable faculty.


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Keywords

Faculty satisfaction, Job satisfaction, Intent to leave, Health sciences, Health professions, Allied health, Nursing

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