Faculty Satisfaction In Higher Education:  A TQM Approach

Quraishi, Uzma; Hussain, Ishtiaq; Syed, Makhdoom Ali; Rahman, Farah

doi:10.19030/tlc.v7i6.127

Cited by 7 publications

(3 citation statements)

References 7 publications

(8 reference statements)

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“…It was further supported by the study of Quraishi, Hussain & Rahman (2010) showed the compensation and benefit schemes have connected with job satisfaction.…”

Section: Significant Relation Between Emotional Intelligence Leadersmentioning

confidence: 84%

Emotional Intelligence, Leadership Style and Job Satisfaction of Educators on the Performance of State Universities in Calabarzon (Philippines)

D.¹

2020

IJAR

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Manuscript History Emotional intelligence and leadership styles are ones of the most important dimensions that educators should take into consideration in order to function well. Functioning well and fulfilling their duties and responsi-bilities in educating learners means thatjob satisfaction isevident in their part. Educators emotional intelligence,leadership styles and job satisfaction may be reflected on the performance of state universities in CALABARZON terms of licensure examination for teachers, accreditationacademic rank, and International Standards for Organization (ISO).This study determined the relationships of educatorsemotional intelligence, leadership styles and job satis-faction on the performance of state universities in CALABARZON, Philippines. A questionnaire was used tocollect data that established the relationship between the variables â€“ the emotional intelligence, leadership styles,and job satisfaction of educators on the performance of state universities Recommendations were specified to measure other dimensions that may attribute to the performance of state universities.

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“…It was further supported by the study of Quraishi, Hussain & Rahman (2010) showed the compensation and benefit schemes have connected with job satisfaction.…”

Section: Significant Relation Between Emotional Intelligence Leadersmentioning

confidence: 84%

Emotional Intelligence, Leadership Style and Job Satisfaction of Educators on the Performance of State Universities in Calabarzon (Philippines)

D.¹

2020

IJAR

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“…The work of Gmelchand colleagues has advocated the need for chairs to be developed and mentored, themselves. 35,36 It is understood that each individual faculty case of being unproductive, or especially deleterious, might involve cases of confidentiality; however, department chairs and other administrators can make expectations for productivity and collegial behaviors to faculty and the broader remedies sought by the institution when faculty are not meeting these expectations.…”

Section: Discussionmentioning

confidence: 99%

Perceptions of and Actions toward Unproductive and Deleterious Faculty

2021

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Background: Academic deadwood is a term used to describe certain faculty whose behaviors are counter to the organization’s goals. Little is known about those behaviors and aspects of performance considered most problematic, nor how academic pharmacy is addressing the issue of these faculty. Objectives:(1) Ascribe the salience of various factors in defining deleterious, or so-called “deadwood” faculty and determine differences in these perceptions according to faculty institution, rank, discipline, years of experience, and other personal and work-related factors; (2) identify perceptions of what is currently done and what should be done in response to these faculty; and (3) discern differences among faculty and administrators in these perceptions. Methods: The study utilized a web-based survey of U.S. faculty in colleges/schools of pharmacy delivered to a census sample of 3378 members within 2018 AACP list-servs. Items were developed from the literature with the express intent of measuring various aspects of academic deadwood pertaining to the study objectives. Reminders were employed to maximize survey responses. Frequency distributions and chi-square statistics were conducted to describe the data. Results: The research found poor quality of teaching, poor citizenship behaviors, and lack of scholarly publications to be defining of deadwood. Responding faculty believed that there should be attempts to develop and rejuvenate these faculty, but also disciplinary actions and termination in some cases. The research identified a significant gap between the frequencies of actions currently being taken in response to these faculty versus the frequency with which actions should be taken. While there were differences of opinion in describing and recommending frequency of action in response to these faculty, respondents from different types of institutions and holding different administrative appointments and rank were largely in agreement. Conclusions: There was general agreement among faculty in varying positions, including supervisory ones, at different types of institutions on what is currently being done and what should be done in regard to deadwood faculty. The paper discusses implications for communication and academic governance, even within the boundaries of policies, rules, and regulations at the larger, institutional level.

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“…The study of Postema and Markham (2018) indicated dimensions of students' perceived service quality such as teaching quality, student advising, tuition costs, financial assistance, facilities, and curriculum. On the other hand, other dimensions of students' perception of service quality in HEIs include eight factors such as access to Int J Edu Sci, 32(1-3): 1-11 (2021) education-related services, university reputation, training program issues, industry links, understandings of staff, and other non-academic aspects (Appleton-Knapp and Kentler 2016; Hoang et al 2018;Quraishi et al 2017;Wang and Tseng 2012). In the study relating to the significance of students' perceptions, Zineldin (2017) noted that the measurement of students' perceptions about the quality of education service offered by an HEI could reflect the level of students' overall satisfaction on their HEI.…”

Section: Introductionmentioning

confidence: 99%

Primary School Teachers Adaptation towards ‘Madrasati’ Elearning Platform during Covid-19 Crisis

Alsalim¹

2021

IJES

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This study aims to reveal the most notable obstacles that primary school teachers face in using the educational platform MADRASATI during the coronavirus (COVID-19) crisis. A descriptive survey with a questionnaire tool was employed, and there were 20 questions on the potential obstacles. The randomized sample comprised 390 teachers in state primary schools in Riyadh City (from 22,458 teachers in total). The results revealed that the main obstacles were “difficulty in applying the educational platform to primary beginner students” and “overcrowded virtual classes [which] do not allow the use of the platform MADRASATI.” However, the teachers ranked responses such as “the students’ abstention from dealing with new types of education” lowest, with only an average degree of agreement on whether this was a notable obstacle. The study also revealed statistically significant differences in the obstacles to using MADRASATI, with male teachers in the sample more likely to use the platform. However, other variables such as educational qualification and pedagogical experience were not associated with any statistically significant differences in obstacles the teachers faced.

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Faculty Satisfaction In Higher Education: A TQM Approach

Cited by 7 publications

References 7 publications

Emotional Intelligence, Leadership Style and Job Satisfaction of Educators on the Performance of State Universities in Calabarzon (Philippines)

Emotional Intelligence, Leadership Style and Job Satisfaction of Educators on the Performance of State Universities in Calabarzon (Philippines)

Perceptions of and Actions toward Unproductive and Deleterious Faculty

Primary School Teachers Adaptation towards ‘Madrasati’ Elearning Platform during Covid-19 Crisis

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