The Relationships Among Job Satisfaction, Length of Employment, and Mentoring of Nursing Faculty

142 Pages·2016·0.73 MB·English

Walden University
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Walden Dissertations and Doctoral Studies
Walden Dissertations and Doctoral Studies
Collection
2016
The Relationships Among Job Satisfaction, Length
of Employment, and Mentoring of Nursing Faculty
Zelda Suzan
Walden University
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Walden University

COLLEGE OF EDUCATION

This is to certify that the doctoral study by

Zelda Suzan

has been found to be complete and satisfactory in all respects,
and that any and all revisions required by
the review committee have been made.

Review Committee
Dr. Dawn DiMarzo, Committee Chairperson, Education Faculty
Dr. Donald Yarosz, Committee Member, Education Faculty
Dr. Michael Butcher, University Reviewer, Education Faculty

Chief Academic Officer

Eric Riedel, Ph.D.

Walden University
2016
Abstract
The Relationships Among Job Satisfaction, Length of Employment, and Mentoring of
Nursing Faculty
by
Zelda Suzan

MA, New York University, 1978
BSN, Hunter College-Bellevue School of Nursing, 1974

Doctoral Study Submitted in Partial Proposal
of the Requirements for the Degree of
Doctor of Education

Walden University
February 2016
Abstract
The shortage of faculty in nursing education programs has been well documented by the
National League for Nursing. Job satisfaction is important in retaining nurse educators,
and one New York nursing program was interested in examining the potential impact of
mentoring on satisfaction. The purpose of this quantitative study was to examine job
satisfaction, measured by the Job Descriptive Index/Job in General scale (JDI/JIG),
between nurse faculty participants in formal mentoring programs compared to
participants receiving an informal type of mentoring. In addition, the length of
employment was examined as a possible factor in predicting job satisfaction. The
theoretical framework for the study included Knowles’s theory of adult learning,
Maslow’s theory on motivation, and Erikson’s theory of psychosocial development.
Forty-nine nursing faculty completed a survey with 2 components including a faculty
questionnaire and the JDI/JIG scale. Logistic regression was used to assess whether
formal mentoring programs or length of employment were predictive of job satisfaction.
Scores on the 6 component parts of the JDI/JIG determined job satisfaction. Neither
length of employment nor formal mentoring programs were predictive of job satisfaction.
Recommendations included continued research on job satisfaction with larger samples of
nurse faculty. These findings will promote positive social change by informing
discussions at the local site on ways to improve job satisfaction amongst nursing faculty,
which could reduce the nursing faculty shortage at the local site.
The Relationships Among Job Satisfaction, Length of Employment, and Mentoring of
Nursing Faculty

by
Zelda Suzan

MA, New York University, 1978
BSN, Hunter College-Bellevue School of Nursing, 1974

Doctoral Study Submitted in Partial Proposal
of the Requirements for the Degree of
Doctor of Education

Walden University
February 2016
Dedication
This is dedicated to my family without whom I could not have achieved this goal.
To my parents Jacob and Jeanette Socholitzky, you are always in my corner. To my
daughter Rebecca, you gave help whenever I asked, and most importantly, to Edward, my
husband, you supported and believed in me throughout the process. I would not have
succeeded without you.
Acknowledgments
I would like to acknowledge my dissertation chair, Dr. Dawn DiMarzo, for her
patience and support throughout this process. Also Dr. Donald Yarosz, my second
committee member, for his invaluable assistance with the methodology section.
In addition, I must acknowledge Dr. Marilyn Parker, former Associate Dean,
colleague, and friend. This journey would never have started without her belief in me.
Another acknowledgement must go to Dr. Debra Kantor, colleague and, most
importantly, a friend, who has been with me throughout.
Lastly, this project could not have been accomplished without the dedicated nurse
educators in the New York State associate-degree nursing programs.
Table of Contents
List of Tables .......................................................................................................................v
Section 1: Introduction to the Study ....................................................................................1
Introduction ....................................................................................................................1
Problem Statement .........................................................................................................2
Research Questions ........................................................................................................3
Research Objectives .......................................................................................................3
Purpose of the Study ......................................................................................................4
The Nature of the Study .................................................................................................5
Theoretical Base.............................................................................................................5
Knowles’s Theory ................................................................................................... 5
Maslow’s Theory .................................................................................................... 7
Erickson’s Theory ................................................................................................... 8
Relationship of Theories ......................................................................................... 8
Definitions......................................................................................................................9
Major Concepts ............................................................................................................10
Adult Learners ...................................................................................................... 10
Nurses Transitioning into Education .................................................................... 11
Mentoring .............................................................................................................. 12
Motivation ............................................................................................................. 17
Organizational Environment/Culture .................................................................... 18
Academic Role ...................................................................................................... 19
i
Job Satisfaction ..................................................................................................... 22
Assumptions, Delimitations, and Limitations ..............................................................23
Significance..................................................................................................................24
Summary ......................................................................................................................25
Section 2: Literature Review .............................................................................................27
Introduction ..................................................................................................................27
Theoretical Framework ................................................................................................28
Knowles’s Theory ................................................................................................. 28
Maslow's Theory ................................................................................................... 29
Erikson’s Theory ................................................................................................... 30
Mentoring .....................................................................................................................31
Generational Influences ........................................................................................ 33
Informal Mentoring ............................................................................................... 35
Formal Mentoring ................................................................................................. 38
Risks of Mentoring ............................................................................................... 42
Motivation ....................................................................................................................43
Job Satisfaction ............................................................................................................47
Summary ......................................................................................................................52
Section 3: Research Method ..............................................................................................55
Introduction ..................................................................................................................55
Research Design and Approach ...................................................................................55
Setting and Sample ......................................................................................................58
ii
Criteria for Selecting Participants ......................................................................... 58
Justification for the Number of Participants ......................................................... 59
Procedures for Gaining Access to Participants/Development of a Working
Relationship .............................................................................................. 60
Instrumentation and Materials .............................................................................. 60
Data Collection and Analysis.......................................................................................63
Data Collection Choices and Justification ............................................................ 63
Specific Plan for the Survey ................................................................................. 64
Data Collection and Recording ............................................................................. 66
The Role of the Researcher ................................................................................... 66
How and When Data Were Analyzed ................................................................... 67
Evidence of Quality and Procedures to Assure Accuracy, Validity and
Reliability .................................................................................................. 68
Process/Informed Consent and Ethical Considerations ...............................................68
Summary ......................................................................................................................69
Section 4: Results ...............................................................................................................70
Introduction ..................................................................................................................70
Data Analysis ...............................................................................................................71
Faculty Questionnaire ........................................................................................... 71
JDI/JIG Scale ........................................................................................................ 79
Summary ......................................................................................................................89
Section 5: Discussion, Conclusions, Recommendations and Social Change ....................91
iii