Factors influencing nurse faculty's job satisfaction and intent to stay.

Abstract

This study of nurse faculty examined the relationship of role conflict, role ambiguity, and work role balance, and their influence on job satisfaction and intent to stay in AACN nursing schools offering baccalaureate and higher degree programs within the United States. In light of the current nursing and nursing faculty shortage, this research was undertaken in an attempt to identify statistically significant predictors of job satisfaction and intent to stay in nursing education.An online survey was conducted over seven weeks during the fall of 2008 and early spring 2009. A stratified random sample of each of the four regions within the AACN schools of nursing with 16 or more full-time faculty having baccalaureate and higher degree programs of study resulted in 22 nursing schools. The Role Questionnaire (Rizzo, House, & Lirtzman, 1970) was used to measure role conflict and role ambiguity and the Abridged Job Descriptive Index (Stanton, Sinar, Balzar, Julian, Thorenson, Aziz et al., 2001) and Abridged Job In General Scale (Stanton, Sinar, Balzar, & Smith, 2002) were used to measure job satisfaction. Researcher revised Work Role Balance was used to determine the faculty's perception of role balance. Demographic data were collected using a researcher developed survey. A researcher revision of Price's Intent to Stay Scale was used to measure faculty intent to stay at their current job and present university (Garbee, 2006; Kosmoski & Calkin, 1986; Price & Mueller, 1981; Yoder, 1995). All instruments were combined into one survey.There were a total of 243 responses from 923 potential participants for a response rate of 26%. Regression results showed that the linear combination of role conflict, role ambiguity and work role balance significantly predicted job satisfaction (R2 = .393, F (5,160) =20.74, p