Outcomes of Work-Family Conflict Among Married Male and Female Professionals

While several publications exist on the topic of job satisfaction, little is known about personal correlates of overall job satisfaction. This paper reviews the literature on single and multiple studies concerned about the relationships between age, gender, rank and length of service and job satisfaction. Collecting a large sample from UK universities, the paper finds that the rank of an individual and the length of service he/she has worked within higher education are significant predictors of the level of the individual's overall job satisfaction. However, while academic rank is positively and very strongly correlated with the overall job satisfaction, length of service in higher education is negatively related. In addition, while gender, age and length of service in present universities are not significantly associated directly with the overall job satisfaction, several of the interactive relationships of the variables, such as rank and gender or length of service in higher education and age, are statistically significant. The implications of the results are discussed as well as suggestions are given for further research.

Personal correlates of job satisfaction: empirical evidence from UK universities

Retention of female faculty is an important issue for institutions of higher education aiming for excellence and diversity. However, an essential first step in understanding retention is to examine what contributes to career satisfaction for academic women. This study is based on data from a census survey of faculty conducted in 1996 at a Research I university located in the Midwest. Using Hagadorn's (2000) model for conceptualizing faculty job satisfaction, the study identifies domains of environmental condition, departmental climate, and demographics that play a role in female faculty's overall career satisfaction.

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Culture, Climate, and Contribution: Career Satisfaction among Female Faculty.

In recent years there has been a substantial rise in the number of women entering the work force One consequence of this trend is that it has generated considerable interest in the relationship between gender and job satisfaction The objective of this study was to investigate the effects of gender on the job satisfaction of UK academics A questionnaire including several demographic questions such as gender, rank and age was administered to 1,102 university teachers A total of 554 responses was received, giving a response rate of 503 per cent The results indicated that gender does not affect the job satisfaction of university teachers directly However, the interaction effect of gender and rank was statistically significant (p < 005) Overall, female academics at higher ranks namely, senior lecturers, readers and professors, were more satisfied with their jobs than male academics of comparable ranks The implications of this finding and other results are explored

Gender differences in the job satisfaction of university teachers

Brockner and Adsit (1986) found that satisfaction with an exchange relationship was more strongly related to perceptions of equity among men than women. Kahn (1972) reported that men were more likely than women to distribute outcomes to individuals in direct proportion to their input. We evaluated potential gender differences among 12,979 personnel in 30 different organizational systems in (a) correlations between fairness and job satisfaction scores and (b) standardized group differences in the perceived amounts of pay and promotion fairness and expressed levels of facet and global job satisfaction. The fairness-satisfaction relationship was not higher for men, and there were no practical differences in fairness perceptions and job satisfaction between men and women.

Dianne B. Smith

Papers

Sex differences in the job satisfaction of university professors.