Date of Award
Dissertation (799 registration)
Doctor of Education in Educational Leadership
Mentorship, Job Satisfaction, Faculty, Higher Education, Correlation
This research study aimed to explore the influence of mentorship on faculty job satisfaction in higher education. The study followed a quantitative correlational study under the paradigm of post-positivism. Higher education faculty members require careful attention to components associated with workplace satisfaction or dissatisfaction, such as the presence of mentoring. Intrinsic and extrinsic factors play an integral role in job satisfaction, such as the induction experience and personal interactions. Out of 144 faculty members from a Midwest institution of higher education, 38 completed the questionnaires, and five participated in the focus group discussion. Men and women participants were equal in numbers. The majority of the sample consisted of White, tenure-track, assistant professors with an average salary between $50,000 - $59,999. The data were collected via an online questionnaire and a focus group. There was no statistically significant correlation between mentoring and job satisfaction; however, the outcomes of the descriptive quantitative data, qualitative questions on the questionnaire, and focus group strongly suggested an association between mentoring and job satisfaction among higher education faculty. Recommendations for practice include ensuring administrative commitment to creating and sustaining a mentoring culture. The faculty members need support through professional development opportunities to enhance emotional and cultural intelligence, understand the adult learning process, and embrace the mentee-driven style of mentoring relationships.
Hunt, Rachelle, "Assessing the Influence of Mentorship on Faculty Job Satisfaction in Higher Education" (2021). Dissertations, Theses, and Projects. 518.