Impacts of College Teaching Adaptability and College Teaching Self-Efficacy on Higher Education Faculty Job Satisfaction

The purpose of this research is to combine and extend the literature to determine how instructor-related variables may shape higher education faculty job satisfaction. A literature review was conducted to identify affective competencies that influence job satisfaction in teachers. In the K-12 setting, teaching adaptability and teaching self-efficacy have individually been found to positively influence teacher job satisfaction. Building on these findings, the aim of this study was to confirm these constructs' empirical relevance and interactions among persons teaching at the college level. Social cognitive career theory (SCCT) was used as a framework supporting the indirect effects model. According to SCCT, self-efficacy mediates the association between personal resources and job satisfaction.
Initially, confirmatory factory analysis and invariance testing were performed for each measurement tool to identify the constructs viability in the higher education setting. Following the empirical establishment of these factors at the college level, inferential analysis on a cross-sectional sample (N = 273) of instructors in higher education occurred to measure the correlations and regressions between the three factors (college teaching self-efficacy, college teaching adaptability, and job satisfaction). Structural equation modeling results indicate that while college teaching adaptability consistently and positively influences job satisfaction, college teaching self-efficacy has varying impacts of faculty job satisfaction and that overall, college teaching self-efficacy did not have an indirect effect within the model.

Embargo status: Restricted until 06/2027. To request the author grant access, click on the PDF link to the left.