Relationship between organizational climate and job satisfaction as reported by branch campus executive officers in multicampus community college systems PDF
Preview Relationship between organizational climate and job satisfaction as reported by branch campus executive officers in multicampus community college systems
THERELATIONSHIPBETWEENORGANIZATIONALCLIMATEANDJOB SATISFACTIONASREPORTEDBYBRANCHCAMPUSEXECUTIVEOFFICERS INMULTICAMPUSCOMMUNITYCOLLEGESYSTEMS n \ UO \ AC I By NANCEEI.BAILEY ADISSERTATIONPRESENTEDTOTHEGRADUATESCHOOLOFTHE UNIVERSITYOFFLORIDAINPARTIALFULFILLMENTOFTHE REQUIREMENTSFORTHEDEGREEOFDOCTOROFPHILOSOPHY UNIVERSITYOFFLORIDA 2002 ACKNOWLEDGMENTS Icouldnothaveaccomplishedthismajorundertakingwithoutthehelpand supportofmanyfaculty,friends,colleagues,mentors,andfamilymembers.First,special thanksisextendedtomycommitteechair,Dr.DavidS.Honeyman,whosedown-to-earth styleandcaringleadershiphasmadethisprocessdelightfulandengaging. Toeachofmy committeemembersIoweadebtofgratitude;Iappreciatetheirhoursofguidanceand assistance,andawarmthankyougoestoDr.DaleCampbell,Dr.PaulGeorge,andDr. BarbaraKeener. Naturally,thefacultyofthedepartment,alongwithDr.Doud,andhis assistant,AngelaRowe,deservesaccolades,too. IcouldnothavemadeitwithoutthesupportofthecohortofstudentsthatI workedwith,studiedwith,andlaughedwithovertheyears. Ithankmycolleagues, AcademicVicePresident,FrankLombardo,andespeciallythepresidentofDaytona BeachCommunityCollege,Dr.KentSharpies,foralwaysbelievinginme. Alovingtributegoestothememoryofmyparents,ThomasandNancyHenry, whoinstilledinmeastrongworkethic,apassionforlearning,andtheconfidenceto embracelife'sjourneywithjoy. Finally,andmostimportantly,thanksgotomyprecious childrenAmberandBeau,andmydarlinggrandchildren,ChaytonandEva—nomatter whatIaccomplishinlife,theyareandalwayswillbethereasonformybeing. Iam blessedtohavetheloveandsupportofsuchawonderfulfamily. ii TABLEOFCONTENTS page ACKNOWLEDGMENTS ii ABSTRACT v CHAPTERS INTRODUCTION 1 1 StatementoftheProblem 5 PurposeoftheStudy 6 DefinitionofTerms 7 SignificanceoftheStudy 8 Summary 9 2 REVIEWOFTHELITERATURE 10 JobSatisfaction 12 JobSatisfactionTheories 13 JobSatisfactionVariablesUnderInvestigation 22 OrganizationalClimate 25 OrganizationalClimateTheories 25 OrganizationalClimateFactorsUnderInvestigation 31 OrganizationalClimateandJobSatisfaction 35 TheRoleoftheBranchCampusExecutiveOfficer inMulticampusCommunityCollegeSystems 37 OtherFactorsThatMayAffectJobSatisfactionandOrganizationalClimate 38 Summary 40 3 METHODS 42 Methodology 43 Summary 5j 4 PRESENTATIONANDANALYSISOFTHEDATA 53 SurveyResponses 54 ProfileforBranchCampusExecutiveOfficersinMulticampusCommunity CollegeSystems 55 ResearchQuestion1 61 iii ResearchQuestion2 70 ResearchQuestion3 77 ResearchQuestion4 87 ResearchQuestion5 96 5 CONCLUSIONSANDRECOMMENDATIONS Ill Findings 112 Conclusions 119 SuggestionsforFurtherResearch 122 APPENDICES A INFORMEDCONSENT 124 B ORGANIZATIONALCLIMATEQUESTIONNAIRE 126 C TABLEOFCORRELATIONCOEFFICIENTSFORFIELDTEST 134 REFERENCES 135 BIOGRAPHICALSKETCH 148 IV AbstractofDissertationPresentedtotheGraduateSchool oftheUniversityofFloridainPartialFulfillmentofthe RequirementsfortheDegreeofDoctorofPhilosophy THERELATIONSHIPBETWEENORGANIZATIONALCLIMATEANDJOB SATISFACTIONASREPORTEDBYBRANCHCAMPUSEXECUTIVEOFFICERS INMULTICAMPUSCOMMUNITYCOLLEGESYSTEMS By NanceeI.Bailey May2002 Chairman: Dr.DavidS.Honeyman MajorDepartment: EducationalLeadership Thepurposeofthisstudywastoinvestigatetherelationshipbetweenmeasuresof jobsatisfactionandmeasuresoforganizationalclimateasappliedtobranchcampus executiveofficersinmulticampuscommunitycollegesystems. Additionally,thisstudy investigatedsignificantdifferencesinjobsatisfactionvariableswhencomparingnine demographicvariables. Allbranchcampusexecutiveofficersinmulticampuscommunitycollegesystems whowerelistedinthe2001HigherEducationDirectory(HED)wereinvitedto participateintheresearchstudy. Atotalof429surveysweremailedtobranchcampus executiveofficersatmulticampuscommunitycollegesacrossthenation.Atotalof199 surveyswerereturned,gleaninga46%returnrate;however,totalnumberofusable surveyswas155. Ananalysisoftherelationshipbetweenthemeasuresoforganizationalclimate andmeasuresofjobsatisfactionforbranchcampusexecutiveofficersinmulticampus communitycollegesystemsrevealedthatregardforpersonalconcernsandevaluation weretheorganizationalclimatefactorsthatweresignificantlyrelatedtojobsatisfaction. Moreover,branchcampusexecutiveofficersinmulticampuscommunitycollegesystems weremostsatisfiedwiththeoverallsatisfactionoftheirpositionswhenopeninternal communicationwaspresentintheirorganization.Also,additionalfactorsthat contributedtooverallsatisfactionweretheperceivedregardforpersonalconcerns, professionaldevelopmentopportunities,andapoliticalclimatethattendednottobe highlypolitical. Fiveofthejobsatisfactionvariables-decision-making,relationshipwith subordinates,relationshipwithsupervisor,salary,andbenefits-resultedinsignificant differenceswhencomparingninedemographicvariables.Finally,branchcampus executiveofficers'overallsatisfactionwiththeirposition,inthecontextoforganizational climate,wasfoundtovarysignificantlywhencomparingthedemographicvariablesof numberofbranchcampusesinthesystem,andforthesizeoftherespondent'scampus. vi CHAPTER 1 INTRODUCTION Historically,motivationandjobsatisfactionwerenotconsideredofmuchimport untilthe1930safterthestudiesrelatedtoefficiencywerereleasedabouttheWestern ElectricCompanyinHawthorne,Illinois(Hersey,Blanchard,&Johnson,1996). Priorto thattheideasabouthumanproductivityweresimilartothatoftinkeringwithmachines; itwasbelievedthatiftheenvironmentwhereindividualsworkedwasmanipulatedtoan optimum,thenincreasedproductivitywouldresult(Lunenburg&Ornstein,1991; Roethlisberger&Dickson,1939). TheHawthornestudies,astheycametobeknown,werebasedontestingthe optimalilluminationofaproductionplant. Thereweretwogroupsofemployeesthat werestudied;onereceivedanincreaseofilluminationandtheotherdidnot. As expected,thegroupreceivingtheincreasedlightalsoincreasedproductivity. However, whatwassurprisingwasthatthegroupthatdidnothaveincreasedilluminationalso increasedproductivity. TheHawthornestudiesraisedmorequestionsthantheyanswered. EltonMayo (1933)wasdeterminedtoexplorethebehavioralconsiderationsthatmayhavehadan impactontheHawthorneresearch. TheMayostudiesrevealedthatperceptionandjob satisfactionarefactorsthatdirectlyrelatedtojobperformance. Mayowasconsideredto beoneofthepioneersoftheadventofbehavioralscience(Herseyetal.,1996). 1 2 BuildinguponMayo,thehumanrelationsmovementfocusedupontheideathat managersneededtotakeintoconsiderationhumanfeelingsandattitudes.Thepowerof anorganizationreliedheavilyontheinterpersonalrelationshipsthatweredevelopedin theworkplace(Herseyetal.,1996). Motivationtheory,theprecursortojobsatisfaction theory,investigatedhowhumanneedsweredirectlyrelatedtomotivatingindividualsat work(Herseyetal.,1996;Herzberg,1976;Lunenburg&Ornstein,1991). Herzbergevaluatedthespectrumofmotivationalfactorsandchangedtheway theywereviewed. Initially,thetheorywasthatallfactorswereonasinglecontinuum, withjobsatisfactionandjobdissatisfactionattheoppositeendsofthespectrum; however,Herzbergandhisassociatesrevealedthatcertaingroupsoffactorsfellintotwo separateareas. Onesetoffactorswasbelievedtocontributetodissatisfaction(hygiene factors)andtheothersetHerzbergbelievedcontributedtomotivation(motivation factors). Thus,Herzbergconcludedthatindividualshavetwodifferentcategoriesofneed andthesecategories,ineffect,actindependentlyuponwhetherornotpeoplefeeleither motivatedordissatisfiedwiththeirjobs(Herzberg,Mausner,&Snyderman,1959). Morerecentstudieshavebeguntorefertomotivationtheoryasjobsatisfaction theory. Astimehasprogressed,researchershavefoundthattherewasnotaneasy explanationforjobsatisfactionandthatmanyotherfactorsmayinfluenceone's satisfactionwiththeirjob. Howanindividual'sorganizationalclimatewasperceivedhas beenshowntoplayaroleinoveralljobsatisfaction(Downey,Hellriegel,Phelps,& Slocum,1975;Friedlander&Margulies,1969;Spector,1997). Thestudiesoforganizationalclimateandjobsatisfactionhaveprimarilycentered uponbusinessandindustry. Therehavebeensomestudiesofthistopicastheyappliedto educationalsettings,however. Industryandbusinesshavehadadifferentfocusand outcome—namelyprofit~andthushavehadadifferentpurposeandstructurewhen comparedtoeducationalenvironments. Ineducation,theintenthasbeentoaffect students'learninganddevelopment,nothowfastorhowmanystudentscouldbe graduated. Butrecently,themeasurementofeducationhasshiftedtogreater accountabilityandperformancemeasures(Honeyman,Wattenbarger,&Westbrook, 1996;ReportoftheWinspreadWingspreadGroup,1993). Alongwiththeaforementionedshifttowardaccountability,ithasalsobecome obviousthathighereducationmustnowbefast,responsive,andflexibleasthe21st centurybeginstounfold(Dolence,&Norris,1995;Meister,1998;Roueche,1993). Highereducationwasfacedwithfindinganewwaytoserveandproduce,muchas industryhashadtodointhepast. Ashiftinhowoneworksinthearenaofhigher educationwastakingplace,andthisshiftwillaffectthosewhoworkinthisclimate. For thesereasons,itwasbothtimelyandimportantthatspecificresearchaboutjob satisfactionandorganizationalclimateinthecontextofhighereducationtookplace. AsorganizationsuniquetohighereducationintheUnitedStates,community collegeslonghavebeenthoughtofasthemostresponsivetowardstheirstudents'and communities'needsaswellasrespondingtosocietyatlarge(Cohen,&Brawer,1996; Levine,1993;Witt,Wattenbarger,Gollattscheck,&Suppiger,1994). Theleadersof communitycollegesremainatthehelmeverheightenedtochangesonthehorizon. O'Banion(1997)discussedthecontinualimprovementofthequalityofeducationas evidencedbyadjustmentsmadeatcommunitycolleges. However,theloomingshiftand changesforhighereducationwouldhaveanimpactonthecommunitycollegesandthey, alongwithallinstitutionsinhighereducation,havenotbeenimmunetothe organizationalclimatetransformationthathastakenplace. Effectiveleadershipincommunitycollegeswastobemeasuredbytheirabilityto createaclimatethatwouldenhanceexcellenceandpromotelearning(Dolence&Norris, 1995;Fryer&Lovas,1990;Gleazer,1998;O'Banion,1997). Successdependedonthe administrativeteamthatledtheinstitution,whichutilizedateamapproach,andcentered onlearningprinciplesandconstantrenewal(AmericanAssociationofCommunity Colleges[AACC], 2000;Gratton,1993;Senge,1991). Animportantmemberofthat teamwasthebranchcampusexecutiveofficerinthemulticampuscommunitycollege. Theroleofthebranchcampusexecutiveofficerwaspivotalinthatthedaily administrativeresponsibilitiesoftheentirecampuswereoverseenbythisposition. Branchcampusesatcommunitycollegeswerecreatedtomeetthegrowingneedsofthe largestudentbaseinthedistrictstheyserved. Therewassuchahighdemandforthe servicesofthecommunitycolleges,especiallybetweenthe1950sthroughthemid-1970s, thatbranchcampusesbecameanormalresponsetomeetthedemandcreatedbythe TrumanCommissionReportin1948(Peterson,Dill,Mets,&Associates,1997). Manypositionsofleadershipinthecommunitycollegestructurehadclearly definedrolesanddefinitions;however,theroleofthebranchcampusexecutiveofficer didnot-itwasaquasi-anomalyinthehierarchyofadministration. Therewereno affiliateorganizationsthatofferedacleardefinitionoftheposition,aswasthecasefor chiefacademicofficersorbusinessofficers. Booksthatreferredtohighereducational organizationalstructuredidnotrecognizethepositionofbranchcampusexecutive officereither.Incontrast,thepositionof"branchmanager"wasinfusedintheliterature andwasanormalpartofthebusinessculture,especiallyforfinancialinstitutions (Chapelle,1999;Das,1996;Nadler,2000).
The list of books you might like
