PDF

Job Satisfaction of University Academics: Perspectives from Uganda Author(s): Karim Ssesanga and Roger M.
Garrett Reviewed work(s): Source: Higher Education, Vol. 50, No. 1 (Jul., 2005), pp. 33-56 Published by: Springer Stable URL: http://www.jstor.org/stable/25068088 . Accessed: 15/01/2013 13:06
Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at . http://www.jstor.org/page/info/about/policies/terms.jsp
.
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact support@jstor.org.
Springer is collaborating with JSTOR to digitize, preserve and extend access to Higher Education.
http://www.jstor.org
This content downloaded on Tue, 15 Jan 2013 13:06:39 PM All use subject to JSTOR Terms and Conditions
Higher Education (2005) 50: 33-56 DOI 10.1007/sl0734-004-6346-0
? Springer 2005
Job satisfaction
of University
academics: Perspectives
from Uganda
KARIM SSESANGA& ROGERM. GARRETT

Graduate School of Education, University of Bristol, 35 Berkeley Square, Bristol BS8 1JA, UK Abstract. Although several studies in the affluent world have examined the job satis faction and dissatisfaction of lecturers in higher education, little is known about aca demic job satisfaction in the low-resource countries. This study probes those factors in higher education in the contributing to academic satisfaction and dissatisfaction world. Using a sample of 182 respondents drawn from two universities in developing Uganda, this analysis reports that the factors most prevalent in the prediction of dons'
satisfaction relate to co-worker behaviour, to facets supervision of and intrinsic facets of teaching.
Analogously,
(contextual)
the stimuli that create academic

factors with respect
dissatisfaction
are largely extrinsic

research, pro
remuneration,
governance,
motion, and working environment. This article discusses these findings in the light of Herzberg's dichotomy and concludes that any given factor be it intrinsic or extrinsic can
either that evoke while academic age, is adduced rank, satisfaction and tenure or induce dissatisfaction. The academic present analysis finds no satisfaction, predict job significantly a gender on dons'job influence satisfaction. Implications are formulated, satisfaction and a recommendations made,
evidence
to support job
for Ugandan academics' further research agenda
proposed.
Keywords: developing nations, job satisfaction
Introduction The global trend: an endangered
profession?
At a time when the geographic lines that divided the world of schol
arship are becoming blurred (Boyer et al. 1994), higher education sys
tems in both the affluent and the developing world find themselves amidst a difficult process of change that will obviously impact signifi
workers. and academic Indeed, public debate cantly on their principal on the academic reflection is not always characterised profession by contentment and serenity of what (Enders 1999), and with a plethora are called an academic are structural the skills of being reforms,
34
KARIM SSESANGA AND ROGER M. GARRETT
increasingly becoming
and
isolated and fragmented
(Smyth and Hattam
2000) relationships, particularly some argue that with For instance, the interests of commercial research, campus, global and trends consequently, evident
are changing. power associations, the growth of privately sponsored on firms have become dominant have become 'corporatised'
academics
(Altbach 2001). Quite clearly the work of academics is affected by major

in universities notably tion, managerial and Chait 2001). workplace controls, It would and deteriorating seem, therefore, worldwide, massifica accountability, financial support (Altbach that not only is the academic also the academic profes
changing
rapidly
but
sion is finding it increasingly difficult to manage the tensions within which it has to operate. This is particularly noticeable in the developing
world, and one has to ask, in that context, is the academic profession endangered?
The Ugandan
context:
doing more
with
less
In Uganda there is increasing more and effectively perform
to operate under expected 1992; Saint 1992). As a consequence need for more staff, there is reduced
on academics to by universities while at the same time they are efficiently, adverse and declining circumstances (Kajubi demand of increased enrolments and the and rigour in staff recruitment
promotional criteria (Ocitti 1993). But, despite such moves, 48 percent of posts were unfilled atMakerere University Kampala (MUK) (Sanyal
these to, and exacerbating, Coupled sector. For for the Higher Education funding for Uganda's Education earmarked Strategic 1995). issues is the reduction $710m (ESIP) Plan in example, Investment out of US
1998-2003, only 9% of the total figure is for higher education (The New Vision 1999).When looked at within the overall educational project and
can be these developments its competing needs, has seen this reduced investment Garrett (1999) of the Sector Investment Programmes typical taken by many and to be countries, developing the context of their crucially important has drive regarded in Higher as reasonable. Education under within Primary as
currently being understandable Universal
towards
Education
funding This has an
(UPE). As Urwick
education
(2002) has recognised, the need for public

taken
on primary having been
standards, Evidence
important it still and suggests that
precedence. sub-sector said however, the Higher Education still in the overall role to play drive towards improved requires staff pay sustained investment. and adequate for university lecturers is insufficient,
JOB SATISFACTION OF UNIVERSITY ACADEMICS: UGANDA
35
housing facilities very poor, and the housing allowance paid in lieu is
not on to facilitate suitable accommodation available enough obtaining for academics and the open market. the volumes of work Nevertheless, resource student have increased with enrolment enlarged implications main the chair to student ratio at MUK 2001). For example, (Ssesanga
library is 1:19 (TheNew Vision 2001). Indeed, the spiralling numbers of students at MUK are straining and stressing academic staff (MUASA 1996, p. 13).Arguably, MUK is in a space crisis. Table 1 illustrates this
situation.
is even more disturbing however, is the suggestion from Ocitti (1993), that this quantitative expansion is likely to have a major impact What
on the maintenance Sub-Saharan and Africa of quality. universities, and overall an The current is one limited as inmost reality in Uganda, in lecture theatres of congestion and equipment facilities with
environment adequate (Saint teaching/learning to teach As a consequence, dons have 1992). Ugandan increasingly more resource from a shrinking faced with an explosion of base, while
laboratories, to provide which
new knowledge and skills to be acquired. What
is likely to be the effect
Table 1. Space Availability Faculty/School/ Institute Agriculture Arts

Commerce Law
inMakerere University Available Space
(in square metres) Space Needs

Balance etc
(1996/97)
4876 2774
(1998/99) 8396
5048 1951
-3520 -2274 -1253

-611
Medicine
Science
698 470 12565 9493

1267 3710
1081 14710
11613 9368
-2145 -2120 -8101 -6877 + 1579 -12001

-812 -388 -787 -557
S/Sciences Technology Vet. Medicine

Education
10587
5010 18414 2301 886 1407 1957 92371
6589
6413 1489 498 620 1402 52846 Strategic Plan 1996/7-1998/9.
Fine Art Librarianship

Stat.&A/Econ. Cont. Education
Total Source: Makerere University
-39867
36
of such rapidly declining conditions on the ability and willingness

lecturers to continue and to deliver an effective education?
of
As Garrett
attitudes, complex
(1999) has noted,
the social context of teachers, their
are intimately their working related in a very conditions, manner unex to understand and we need them better. Not
pectedly, such changes, as suggested by Oshagbemi
(1997), are likely to
In the circumstances, affect the job satisfaction of university teachers. it seem to be common sense to suggest and would that the magnitude, on Ugandan ramifications of the impact of these forces academics as they are numerous. life are as diverse working this study identifies As noted earlier, therefore, and discusses factors, considerations most one to their can or aspects satisfaction to This their of university teachers' jobs, which In this way, and dissatisfaction. the elements which lecturers themselves job satisfaction insights the factors and into that dissatisfaction, the academic are most contribute it is hoped, claim to be as well profession as in in the
summarise some more
contributing providing Uganda. prediction and adapts theory. rank,
general
paper reports prevalent and dissatisfaction, of Ugandan academics' job satisfaction et al. (1959) Two-factor them in the context of the Herzberg the job impact of satisfaction. age,
this study examines Additionally, and tenure on Ugandan academics'
gender,
Relevant Since nature One of the of
literature late job 1950s a number and of researchers developed was intrinsic those have models, developed variables extrinsic theorised which about attempt the to et al.
satisfaction
explain differences in job satisfaction as detected

the better-known Rather theories that
in empirical studies.
by Herzberg related
(1959). In this theory itwas proposed that job satisfaction is not a uni
dimensional growth faction, account therefore contribute Mumford and concept. (satisfiers) development are separate and distinct from for job dissatisfaction related or and which contribute to personal to job satis associated factors, latter rather are not
with the security of the work environment (hygiene factors) and which
its reduction. These directly towards to increasing job satisfaction; dissatisfaction. There decreasing it has become an elusive and they can no is however,
agreed definition of what job satisfaction is (Evans 1997; Fairman

and even
1973;
1972), 1997). As a result, this lack of an agreement concept (Lacy and Sheehan as to the nature of the concept has led to considerable among disparity
a mythical
JOB SATISFACTION OF UNIVERSITY ACADEMICS: UGANDA the numerous has become studies that have been undertaken and
37 it
a multi-dimensional
phenomenon
(Garrett with many
1999), concepts
vy
ing for inclusion (Volkwein and Parmley 2000).

some evidence the Herzberg details within that contradicts in this present it has not however, It is employed been disproved. theory, facilitates used and therefore be comparisons study since it is widely tween there is need for it to be tested in Furthermore, investigations. Despite different articulated. be refined such that it may contexts, eventually in exploring We were particularly interested and further the applica
bility of the theory in a developing world context. A number of studies, mostly in the industrialised world, have sought
to examine nations. explored among with their satisfaction of academics' aspects an international et al. (1994) conducted Boyer sources and other factors, of satisfaction among job across that study frustration
in 14 countries Brazil, Chile, USA, UK, (Australia, The Netherlands, Korea, Israel, Hong Kong, Germany, Japan, Russia, and Mexico). The results of this research not Sweden showed, perhaps a high sense of satisfaction that professors with surprisingly, reported their intellectual lives and the courses they taught as well as their rela professors tionships showed to Herzberg's with Contrary colleagues. that both factors intrinsic and extrinsic Most faculty members, as however, or this finding theory, to job contribute felt that they were not well can
satisfaction. rate
paid. Only inHong Kong and the Netherlands

their own
did more
For
than 50% of
instance, faculty salary 'good' only 46% of surveyed professors in the USA rated their salaries favourably. In nearly half the responding than 40% of the surveyed countries more their job was a source of considerable strain with professors reported Japanese, Russian, and Korean faculty reporting the most pressure.
'excellent'.
Similarly, Lacy and Sheehan

developed Mexico, Israel, Sweden the results showed that On the whole, academics respondents, across eight examined
(1997), using a sample of
12,599
their job
satisfaction with aspects of academics' nations USA, Germany, (Australia, to Herzberg's and UK). Again, contrary both across (content-related the sampled and nations
Canada, theory,
context-related) were generally
aspects of the job could lead to both job satisfaction and dissatisfaction. satisfied particularly with four facets of their jobs: relationships with
the opportunity colleagues; their general A situation. however, (27.6%) Mexico, was who USA dissatisfied indicated and to pursue their own ideas; job security and of respondents sizeable proportion (44.1%), for promotion, with prospects with compared satisfaction. Additionally, satisfied with respondents promotion from prospects.
Israel were most
38
KARIM SSESANGA AND ROGER M. GARRETT German the countries, respondents expressed with their prospects for promotion, followed and Australia. With UK, Hong Kong regard 60% their of academics counterparts in Sweden in Mexico, and USA Germany,
In comparison with other lowest levels of satisfaction
in Sweden, by academics to overall around satisfaction, were with satisfied, compared
UK and Australia, where less than 50% of the responding academics were satisfied with their jobs. It would seem that the above findings tend
to show that in the affluent are world, (where extrinsic factors meet a basic
level) intrinsic job aspects tend to influence the extent to which Uni
versity academics satisfied, or not, with their jobs. in Uganda's HE
Contextual few
background: studies have been
job satisfaction been conducted sector. out staff. The
studies
Very
in the area data
Uganda's higher studies that have isfaction among
education academic
that do
of job satisfaction in exist from the few low levels of sat
carried
however,
indicate
Opolot (1991) found that (ITEK) academic staff were dissatisfied with their pay. He concluded that if job satisfaction was to prevail in an
of staff based on output, should be fair remuneration seem to support level of education.. This finding would experience Garrett's observation that in a situation where lower-order needs (1999) are not met, extrinsic of rewards tend to shape the level of satisfaction institution, there and workers. In a study Furthermore, job satisfaction prospects conducted the findings rating to evaluate the Staff Development Programme a low rate,
(SDP) at MUK,
Etoori (1989) found low job satisfaction among staff.

which that an institution has suggest its staff, will have a high attrition among
with employees
seeking positions
in institutions where
they perceive
to be better.
in Uganda's tertiary satisfac affected job the obtaining tion: Incentives, pay packages, styles and leadership seem to show again that at the work place. The results would conditions are not being in an environment of scarcity where lower-order needs (1996) investigated Kyamanywa job satisfaction The results that four factors institutions. showed met, tend to shape the job satisfaction factors hygiene academic Bameka factors (1996) exploring affecting came to three major at MUK, conclusions: ity of workers. staff productiv
The level of academic staff qualifications has a significant effect on

academic staff productivity in respect of research but has no signif
JOB SATISFACTION OF UNIVERSITY ACADEMICS: UGANDA on productivity service. community resource The financial base icant effect in respect at MUK, to teaching weak as and provision it may be, has
39 of no
significant effect on staff productivity. The level of motivation of the academic staff has a significant effect
on the productivity of academic staff at MUK.
Bameka's factors
that, unlike financial (1996) results indicate such as one's drive to work, and qualifications, with show then academic that where teaching and staff lower productivity order needs
relationship however, catered for,
rewards, personal have a significant at MUK. The results as tend salary, are not to be affected.
such
community
service
Mulindwa (1998) assessed job satisfaction among academic and administrative staff at Polytechnic College, Kyambogo. Analysis of
qualitative greatest ernment evidence contributor revealed to job that satisfaction levels of remuneration were the staff, followed among by gov on higher in that and institutional education policy, policy assumes order. This finding may which contradict theory, Herzberg's that extrinsic rewards such as salary contribute towards dis reducing satisfaction but of themselves seem then to extrinsic do not increase job satisfaction. observation The results, however, where lower order, critical, basic level, support factors that (1999) to some such as salary are not met satisfiers will have little impact. Garrett's
intrinsic
Tizikara (1998) examined correlates of academic staff satisfaction in MUK and the Islamic University in Uganda (IUIU). Her findings
revealed that there was a significant difference in satisfaction between
academic staff inMUK
and IUIU
in respect to pay and incentives.
the results staff were showed that academic dissatisfied Furthermore, at their universities, with the general situation in obtaining particularly the areas of inadequate instructional materials, space and the teaching in class. It was concluded number that academic of students job satis faction social, at both political at the time of the research, was affected universities, in varying and financial correlates though degrees. education seems to not by
In the light of the foregoing discussion,

that Uganda's higher that is professionally physical environment
it is possible to hypothesise
or high development seem that the Ugandan it would dence, therefore, tends to be in turmoil and many frustrations under the surface.
to provide the kind of pay its staff. Additionally, the kind of rewarding seems not to encourage that obtains professional work. From evi academic the available quality teaching community and contradictions lie
40
Method
To
of data collection
the factors dissatisfaction, to Ugandan contributing the following research academic method job was sat em
investigate and isfaction
ployed.
Sample population It was Uganda. The was felt of teachers comprised that these two universities from two universities a large enough and to make of diversity of higher by a in
provided to be representative of all Ugandan universities, sample an adequate of the range and available representation in institutions academics and their environments found learning in Uganda. Data on the Of survey. selected from subjects job 250 the satisfaction were
obtained
questionnaire
potential were usable questionnaires break down of responding summarised academics in Table was wide 2.
returned academics
to administered questionnaires two participating 182 universities, a response rate of 73%. A yielding by age, gender, tenure and rank is
It is notable from Table 2 that the demographic data of responding

ranging. However, the majority of the respondents
(50%) were lecturers, male (80.5%) and less than 45 years old (69.8%), which tend to agree with Boyer et al. (1994) findings that themajority of
dons dents world-wide of the rank numbers are middle aged and male. The relatively of professor and associate in the academic population. professors respon reflects their few
restricted
Questionnaire To better
and understand and
interview those
schedule factors to Ugandan dons'
satisfaction
aspects was in the following Demographic information
contributing a questionnaire dissatisfaction, was constructed. The questionnaire areas:
job
comprising eight job to collect data designed
together the respondent.
to provide the needed and background characteristics to describe the sample such as university, and faculty, status of with sex, age, academic rank, tenure, and marital of academics comprising of: was measured on nine
Job Aspects: the job satisfaction elements of their work general
JOB SATISFACTION OF UNIVERSITY ACADEMICS: UGANDA Table 2. Demographic Variable data of the sample % of
respondents
41
Age (years) Less than 35 35.7 35-44 34.1 45-54 19.8 55+ Total
Gender
10.4 100.0 80.5
Male Female Total

Tenure in present university (years) 0-5
19.5 100.0
35.7
6-10 11-20 26.4 21-30 31 + Total

Academic Professors rank 8.2
26.4 11.5
100.0
A/Professors
Senior Lecturers Lecturers 50.0
10.4
17.6
Other Total
13.7 100.0
o Teaching
o o o o o o o Research Governance Remuneration Opportunities Supervision Co-worker's Working for promotion behaviour environment
o
These extrinsic
Job inGeneral
elements to the university
(JIG)
themselves lecturers' might be thought of as intrinsic or to job. However, they are too broad
various
42 be of much their work. various pendent feature various
KARIM SSESANGA AND ROGER M. GARRETT use when a persons or otherwise satisfaction been deconstructed into they have were with their
analysing
of inde judged by a group an intrinsic or extrinsic as to whether constituted experts they were asked to indicate of the general job element. Respondents of which components to further of each of the nine aspects of their which were jobs. are relevant additionally or con
Consequently, each components,
the level of satisfaction or dissatisfaction, which they derived from the

In order elements, identify and classify and dissatisfaction, respondents and separately, to list five
to job satisfaction their satisfaction
asked to list five factors or considerations of their job which evoked

leading factors
siderations of their job, which induced their dissatisfaction.

Pilot conducted tests of the four using in the survey thus sible. were schedule and the interview questionnaire that participated from each institution academics as closely as pos the target population representing
Analysis A The scale ranged from 1-5 scale was employed. Likert-type 1 2 3 'Indif Dissatisfied', 'Dissatisfied', 'Extremely representing 5 Satisfied'. The essence of a 5-point ferent', 4 'Satisfied', 'Extremely to encourage to use full width of opinion and scale was respondents 5-point For purposes tendency. two extreme 1 of 'Extremely categories were collapsed into one Satisfied' 'Extremely of central errors of analysis, Dissatisfied' and scored the however, and 5 as 2 = Dissat
avoid
= = isfied; 3 Indifferent; and 4 Satisfied. To identify if there were any differences in the level of job satisfaction
respondents was factors utilised were and rotated loadings any sig on each The a
on each aspect, the SPSS package was performed and component analysis principal varimax which factors with procedures by using of were nificant aspect level of The extracted. A /-test was applied in respondents' differences based on institution, age, gender, analysis significance of free response factors in light of survey. was set at 0.05. data, and field
significant to compute if there were level of job satisfaction academic rank, notes and
tenure.
from and
the interview
were
triangulated with
the quantitative
the literature These data
findings
review were
to identify vital
issues emerging inductively
explanatory from the documentary
analysed
JOB SATISFACTION OF UNIVERSITY ACADEMICS: UGANDA the conceptual permitted the framework researcher that evoked
43
against which,
factors background, and dissatisfaction.
of the study, and the literature review an informed to articulate against academics job satisfaction Ugandan
Results Factors Relative courses reveals faction Ugandan
and discussion to academic academics
contributing to teaching,
satisfaction rated highly the satisfaction derived Table 3
from intrinsic factors of teaching like interest shown by students in

of content taught, and autonomy taught. For the satisfaction of responding dons with courses while 3% indicated showed to professional indifference. that they With are instance, taught. of It can be almost the courses
seen that almost 92% were satisfied, with only 5% indicating dissatis
a mean with 4, academics satisfied
taught in relation Based on both factors
questionnaire to Ugandan contributing in Table 4. The most
training. and interview academic's
of the data, a summary can be viewed satisfaction
autonomy dents. The This
were to teaching mentioned factors related frequently as with in content and respect by stu taught, relationship common next most to co-worker factors behaviour. related academics freedom cited as contributed environment. are sociable on the most The beings and value their
implies that Ugandan interactions. coll?gial Relative their to supervision, immediate boss were of the university to working
3. Frequency
sources
with job and relationship satisfaction. of academic to academic freedom to satisfaction research and
Location with
respect
Table
and
percentage
distribution
showing
aca
demic satisfaction with course(s) taught (?=182) Rating Frequency 2 = Dissatisfied 9 4.9 91.8 167 Total
Mean 3.9
Percentage
3 = Indifferent 6 3.3 4 = Satisfied
704 100.0
44
KARIM SSESANGA AND ROGER M. GARRETT of satisfaction responses based on job aspect and percentage of factor (?=138) Factor Academics mentioning factor % of 138 82
59
Table 4. Distribution academics mentioning Aspect of job
Co-workers
Relationship
Support from
with others
co-workers
Teaching
in content taught 72 Autonomy Sharing knowledge with students 64 Recognition of efforts by students 62 63 Location of university Freedom on the Job 62 Working Freedom 11 relationship with boss 56 to research and publish 44
P/Conditions Supervision Research Miscellaneous
was the only publish academics satisfaction
factor with
mentioned research.
as
contributory
to Ugandan
Factors A
contributing
to academic
dissatisfaction
based on quantitative evi of the dissatisfaction summary responses can be viewed in Table 5. dence and percentage of 159 respondents With the most mentioned factors frequently regard to remuneration, inadequate tern of academic facilities. mentioned data tend to reflect a pat salary. These irregular sources of to research, with discontent salary. Relative were largely extrinsic such as lack of research grants and and Instructional as factors materials contributing and were fre large classes to academic dissatisfaction
were
disillusionment library
quently with teaching.
as con were and relaxation cited frequently facilities Computing to respondents The majority with working facilities. tributory anguish in the excellence of teaching of respondents felt that undervaluing with promotion. reward system accounted for their misgivings To data give from greater support the free-response to any conclusions that may be made, the with format were information compared scales. in the Likert-type areas convergence and dissatisfaction of relative aca to Ugandan as illustrated in Table 6.
collected already There were notable demics sources
of satisfaction
45
Table 5. Distribution of dissatisfaction responses based on job aspect and percentage of academics mentioning factor (?= 159) Aspect of Factor job Academics mentioning factor % of 159
Remuneration Research Admn. and Mgt.
Inadequate salary 76 Irregular salary 32 Lack of research funds 71 Library facilities for research 66 Relationship with university admin. Policy formulation procedures 47 Instructional materials 61 Class size 59 Access to computer 62 Facilities for relaxation 54 skills in promotion 58 64
Teaching W/ Facilities Promotion Miscellaneous 16
Teaching
A model Based on
of Ugandan the
academics
job
satisfaction
and dissatisfaction
evidence
data, a model response and other with primary ties in the study
interview and free from the survey, coming and dissatisfaction satisfaction of respondents' that the universi Given duties was developed. institutions, teaching is the main
are teaching-intensive
activity and perhaps the primary interest of most of the responding academics. Congruent with the Herzberg et al. (1959) dichotomy, the findings of this study indicated that intrinsic factors of teaching were
most demics. common individual prevalent Indeed, reason had in the prediction of job satisfaction courses with satisfied 92% were aca of Ugandan the most taught,
model possible with their core literature
the which the exercise of control, given for this being a course. Figure 1 represents over the content of his/her and dissatisfaction academics of Ugandan satisfaction the teaching current notion of in the intellec because
Consequently, obligations. enter university that academics
tual pleasure (Altbach and Lewis 1996) or the enjoyment they receive (McKeachie 1982; Serow 2000) was sustained.
It is interesting however, that where the contention met, higher order needs to note lower that these data are at variance with factors are not order needs {extrinsic) are not likely to come into play as {intrinsic)
46
Table 6. Areas of

convergence between and data
quantitative
free-response
Aspect of job Teaching
Quantitative
(Likert scale)
Free-response Autonomy in content
Autonomy in content taught(s) Teacher-student relationship(s) Instructional materials Class size(d) (d)
taught(s) Recognition of efforts by students(s) Large classes(d) Instructional materials(d)
Research
Freedom
to research
and
Freedom
to research
and
publish(s) Research funds for research(d) Library facilities for research(d)

Admin. Management
publish(s) Research funding(d) Library facilities for research(d) Relationship with Univ
Relationship Policy
with Univ.
administration(d) issues (d)
administrators(d) Policy formulation procedures(d) Inadequate salary(d) Teaching skills in promotion(d) Freedom on the job(s) Relationship with others at work(s) Support from co-workers(s) Location of university(s)
Remuneration Promotion
Inadequate salary(d) Teaching skills in promotion criteria (d) Overall freedom on the job (s) Coll?gial relations in faculty(s) Social support from colleagues at work(s) Geographical university(s) (d) Dissatisfaction. location of
Supervision
Co-workers' behaviour
Working Facilities (s) Satisfaction;
sources of satisfaction (Evans 1997;Maslow

the context findings, numbers facets of of low-resource that, countries despite it is concluded
1954), and particularly in
on these 1999). Based (Garrett the arduous conditions working
(Mujaju 1996), and the mismatch

(Tizikara their job, 1998), Ugandan particularly with extrinsic intrinsic factors These have
between
dons and
instructional and student

satisfied with and, intrinsic research unsurpris role.
seem
ingly, dissatisfied some Indeed, with satisfaction contention
teaching features of
their academic
contributed data, control
teaching. that academics
to Ugandan academics chime well with the however, over content elements of their
job (Enders and Teichler
1997;Moses
1986; Pearson and Seiler 1983;

TEACHING Satisfaction factors Interest shownby students Autonomy incontent taught Courses taught Teacher-student relationship Time allocatedfor a lecture Dissatisfaction factors Instructional library and facilities Recognitionof teachingskills The size of the class(es) taught Quality of tutorials
47
RESEARCH JOB SATISFACTION Satisfaction factors Freedomto research publish & Recognitionof research Time for independent thought Dissatisfaction factors & Researchfunds grants Libraryfacilitiesfor research Opportunitiestowrite& publish Fame through publications Chances for research seminars
JOB DISSATISFACTION
GOVERNANCE Satisfaction factors Dissatisfaction factors with Univ. administration of role in thedepartment Clarity Relationship Influenceindepartmental administration Secretarial supportprovided matters Policy Communication with administration Intrinsic factors 1Factors with extrinsic elements
Figure 1. Model primary duties.
of Ugandan
academics
job satisfaction
and dissatisfaction
with
concurrent Serow the with Herzberg's two-factor 1997). Additionally, to Ugandan academics dissatis factors contributed ory, extrinsic job as evidenced 1. faction in Figure Pertinent summarised remuneration findings in Figure arising 2. Not from sources of academic satisfaction and
discontent with the six other job aspects investigated in this study are
unexpectedly, given the plight of Ugandan
dons (Kajubi 1992; Mujaju
1996) respondents were dissatisfied with
to Herzberg's lends credence which, (1959) contention an extrinsic not lead to true gratification, that pay being aspect does a good many a reduction in dissatisfaction. merely Consequently,
Ugandan
their university with
dons have been forced to take other jobs, thereby dividing

to their employer, and reducing their commitment to their obligations.
loyalty
As the results indicate (Figure 2), Ugandan

promotion. to deduce Several key observations dons'
lecturers were dissatisfied

emerge: First, with given that
promotion would
plausible is in part, explained with dissatisfaction
lead to an increase in pay (Oshagbemi

that Ugandan by inadequate dissatisfaction and erratic
1996), it is
promotion
pay. Second, respondents arose inter alia from their being unap promotion where and unrecognised for achievements 58% of the made, preciated we see to Herzberg's felt unhappy. therefore, sample Contrary theory, an intrinsic factor, recognition, inducing job dissatisfaction.
48

REMUNERATION Dissatisfaction factors Satisfactionfactors Salary benefits Retirement/fringe Material resources Presentpay considering skill andeffort Positionon pay scale_ PROMOTION Satisfactionfactors Dissatisfaction factors of of publicationsinpromotion Recognition achievements Quality criteria Personal Teaching skills inpromotion growthanddevelopment in Devotion to teachinginpromotion Numberof publications promotion of tenureinpromotion Longevity & Professional growth development
JOB SATISFACTION
SUPERVISION Dissatisfaction factors Satisfactionfactors fromsupervisor Degree of autonomy of supervisor Competence to work Opportunities do challenging Successof supervisor Responsibility given tohandle Feedbackfromsupervisor Work timeautonomy on Overall freedom thejob_ CO-WORKER BEHAVIOUR Dissatisfaction factors Satisfactionfactors and Senseof community social support andcommitment Coll?gialrelations morale Faculty Respectearned at Professionalinteraction work Confidenceandtrustinco-workers shownandcongeniality Personalinterest of Competence co-workers_ WORKING ENVIRONMENT Dissatisfaction factors Satisfactionfactors facilities location theuniversity of Researchand relaxation Geographic with your university Access to computing Association facilities Yourworkingenvironment Freedom life style of The feeungof security Beautyof campus on Spaceavailable Enjoyment thejob of of Intellectual stimulation theUniv. Freedom your life style_ JOB INGENERAL (JIG) Dissatisfaction factors Satisfactionfactors Academicwork as anoccupation(u) Statusas a don (u) Careerprospectsinyourjob (u) accomplishment(u) Feelingof worthwhile D Intrinsicfactors (u)Unclassifiable factors
JOB DISSATISFACTION
1Factors with extrinsic elements
Figure 2. Model
job aspects.
of Ugandan
academics job satisfaction and dissatisfaction with other
Strikingly, satisfaction
whilst
these
data
in Figure aspects of
2 show research
obvious
areas
of dis facili work being fewer
like remuneration,
and working
ties, the overall picture of the job in general (JIG) is not as gloomy. Over
satisfaction from academic 80% of respondents reported deriving as an occupation. is that while What from the findings emerges to do more with and policy makers asked by administrators
JOB SATISFACTION OF UNIVERSITY ACADEMICS: UGANDA dons are being resources, Ugandan study, that they should not expect ever cially for meeting trated by poor working increasing conditions told, at least from the sample or rewarded to be facilitated demands. and Yet, while obviously when asked
49 of this finan frus about
emoluments,
their (JIG), most respond that it is satisfactory. Looking ahead, it seems safe to predict that the high degree of
control academics have over intrinsic elements of their work (Moses
1986; Pearson and Seiler 1983) and the intellectual pleasure derived (Altbach and Lewis 1996), or the degree of autonomy enjoyed by aca demics (Enders and Teichler 1997; Serow 2000) all contribute to overall
satisfaction. investigation. In addition satisfaction, tenure on aspects of This scenario would seem to be a fruitful avenue of future and dis
sources to identifying of academic satisfaction this study addressed the influence of age, gender, to each of with academic respect job satisfaction the job.
rank and the eight
The influence of age on job satisfaction

Relative more counter et al. to age-teaching likely to derive parts evoked has a were while satisfaction, younger respondents their older satisfaction from extrinsic factors, from intrinsic satisfaction facets of teaching.
Consistent with prior research (Oshagbemi

While 1975), age there were influence
1997; Rosen
on
1978; Siassi
satisfaction.
teaching significant to considerable with it is useful research, misgivings were more note that older Ugandan academics satis likely to derive intrinsic and extrinsic faction from both factors within the general area of research. with effect satisfaction. Consequently, In agreement institutional on academic age showed with the a predictive literature, all effect on research felt age groups no over showed governance.
unhappy whelming
governance. Age, however, satisfaction with institutional
Though older dons were more likely to express satisfaction with their
on the pay scale, it is useful to note that no overriding age position were observed. in academic with differences remuneration satisfaction influence on academic satisfaction age showed a predictive By contrast, with and promotion. While received guidance there was compelling satisfaction. supervision lecturers younger from supervisors, to show evidence the support favourably to highlight it is useful that that age influences academic rated
50 Gender Results and job from
satisfaction the Uganda study suggest a picture of academics with
much in common but with some significant differences between different groups. Although both male and female respondents felt relatively
happy more with likely the pattern recurring that women 1997), does not teaching, to signal there in the is some evidence extrinsic (Olsen satisfaction with to suggest factors. et al. that men were Consequently, et al. 1995; Poole oriented towards
literature
teaching, women overlapped and there was research, difference relative
to be more appear positively seem to hold for Ugandan academics. Both men and in expressing their disenchantment with broadly no compelling satisfaction. evidence Consistent to a gender suggest with the research
to research The with
literature, (Boyer et al. 1994) academic discontent with

was pervasive. governance show a gender difference Whilst higher faction promotion to sustain et al. male than was respondents explained satisfaction, the current comparable study,
institutional
no evidence to however, produced to academic governance. respect rated their satisfaction with the pay scale difference in remuneration satis to gender in gender. Relative women dons more than men, were
no females, by differences Ugandan thinking
highly disenchanted with promotion criteria. Though

in the literature
the findings tend

academics
that women
are promoted at a slower pace, (Caplan 1994; Toren 1993 cited in Poole
was revealed to show any be said that no evidence 1997) it must more While difference with academic satisfaction. gender promotion women than men, felt happier with work time autonomy, this study on supervision no evidence influence any gender produced indicating satisfaction. and women both men Though high satisfaction expressed women were men more with co-worker than behaviour, significantly
satisfied with coll?gial participation and integration. Overall, while there

were women men no major between and Ugandan discrepancies perceived some contrasts were to working dons with conditions, respect In conformity evidence-informed and with data, (Poole apparent. a more to their had attitude 1996), women Langan-Fox positive conditions relative to the enjoyment of the job.
working
Rank Relative faction
and job
satisfaction
from
to rank-teaching while derived satis satisfaction, respondents intrinsic factors, the findings revealed that senior academics
JOB SATISFACTION OF UNIVERSITY ACADEMICS: UGANDA were facets. more No to signal satisfaction with both intrinsic and
51 extrinsic
likely
was apparent to show that however, compelling academic rank has a predictive influence on teaching satisfaction. With content to research, while staff, felt happy with respect professorial were more and junior middle elements, likely to signal respondents on this study's findings, context with factors. Based satisfaction there evidence, to support the notion evidence that rank fore, there was overwhelming a predictive on research has influence While satisfaction. professorial with departmental staff signalled mid level satisfaction administration, more and junior dons rated institutional The governance favourably. data reported that differences in academic whereas rank significantly professorial There was no influenced staff were satisfaction. governance to remuneration, With regard discontent with benefits and
delighted with their pay scale, mid and junior academics showed less
however, evidence, on remuneration promotion; uted to respondents' differences between promotion rank. Strikingly, aspect among Ugandan classified to suggest satisfaction. as an senior compensation. that differences In contrast intrinsic and aspect There in academic overriding rank impact
dissatisfaction.
to Herzberg's dichotomy, of academic contrib work; were striking and persistent
satisfaction
to suggest that dons, however, was dependent on academics among Ugandan were pleased with supervision, an extrinsic respondents junior work. academics The data revealed rose proportionately that supervision satisfaction to with rank. Contrary felt happy with co-worker work. No evidence rank was con in academic satisfaction.
of academic
Herzberg's behaviour, adduced, sistently extrinsic ment
conceptualisation, respondents an extrinsic of academic aspect however, predicted factors contributed to suggest differences that in co-worker
differences
dissatisfaction. While on the job, the general rank significantly influenced
Interestingly, to Ugandan academics and satisfaction rank offered no consistent indication of content trend indicated that differences in academic environment satisfaction.
working
The
influence
of tenure on academic while factors, consistent new
satisfaction entrants were likely to show less dis
Relative content intrinsic
felt happier with serving respondents was found to show evidence, however, that tenure influenced with satisfaction In con respondents' teaching. trast to Herzberg's intrinsic aspects to of research contributed theory, long facets. No
with
to teaching, extrinsic
52
KARIM SSESANGA AND ROGER M. GARRETT dissatisfaction. Ugandan contributed The results Differences overall to dons' of in tenure, however, consistently dissatisfaction with research. rather than their sat to evidence influenced
respondents' predicted Governance isfaction.
academics
dissatisfaction
no the present analysis produced to the contention lend support that tenure consistently academics satisfaction. governance Ugandan Not dan unexpectedly, were academics in tenure Relative and consistent disenchanted did not influence with with the research remuneration. differences
literature, Ugan Data showed that satis
differences faction.
in remuneration
more to promotion, contrasts the data evidenced than to suggest that academic similarities. There was evidence compelling a predictive tenure showed effect on Ugandan academics promotion satisfaction. satisfaction The data to tended to Herzberg's supervision In dons. Ugandan with satisfaction theory, respondents expressed an extrinsic work. The results aspect of academic tenure influenced in academic that differences sig with tenure among produced increase clear evidence to show that
contrast
in co-worker of Ugandan satisfaction academics. to note that extrinsic to Herzberg's it was of interest Contrary theory, to respondents' and dissatisfaction with factors contributed satisfaction a predictive on facilities. showed influence Tenure, however, working Ugandan academics satisfaction with their working environment.
co-worker behaviour, of this study showed differences nificantly
Conclusions, The are current
implications
and recommendations
that while Ugandan academics has established investigation satisfied with co-worker and behaviour, relatively supervision sources of dissatisfaction are intrinsic facets of teaching, their potential facilities. Although and physical remuneration, governance, promotion the research elements that contribute sources of satisfaction, likely two areas more likely to predict Ugandan do not intrinsic are towards and academics' both extrinsic teaching facets of and these the are
support Herzberg's wholly findings It is concluded, that any given factor exclusive. therefore, mutually or indeed induce dissatisfaction, which could either evoke satisfaction, in the working environment reflects variables situational (Quarstein et al. 1992 cited nificantly provides satisfaction. in Oshagbemi academic predicted to support 1997). While age, job satisfaction, a gender influence
dissatisfaction, that these contention
rank, and tenure sig the present research on respondents' job
no evidence
53
This
study's findings have practical

and
implications
for university
and higher academics, bodies, management governing A delicate is whether the makers in Uganda. education question policy an institution. at the top of the From should be concentrated power of power such concentration is of the individual academic, perspective as bureaucratisation. If, as this research has indicated, interpreted at their institutions, from top administrators academics feel distanced then those at the helm of university in and management leadership or teams around should build senior management themselves, Uganda often form will and advisory be viewed respect groups with a predominance of academics. Consequently, trust assess
as with
with increased communication,
it ismore
likely that university leaders
Designers afresh the
as coll?gial co-ordinators, thereby fostering mutual and university academics between administrators. in Uganda of higher education should policies of to be universities able to and serve
role, service and relationship universities for Ugandan Increasingly, essential interests interests of the nation, selves must society they for be defended serve. relevance The and so that
society. the best them to the et al.
of the very universities can remain of utmost value they as conceptualised by Ajayi challenge,
(1996) is for higher education policy

search to communities. now become
in Africa
the creation
to move
of virile
beyond
the
identity and staff has Indeed, competent retaining attracting current the biggest in African universities problem is the need to therefore, (Amonoo-Neizer 1998). The immediate priority, of incentives and rewards and re-examine universities system Ugandan the need for job satisfaction
academic
for systems to be put in place that recognise to be maintained reviewed. and constantly
References
Ajayi, A.J.F., Lameck, K.H. and Johnson, G.A. (1996). The African Experience with
Higher Education. The Association

Curry. Altbach, P.G.
of African Universities,
Accra, London: James
'Academic and challenges', international realities freedom: (2001). Higher 41, 205-219. R. P.G. and Chait, Education 1-2. 'Introduction', 41, Altbach, (2001). Higher L.S. and Lewis, The in international P.G. academic Altbach, (1996). per profession in Altbach, P.G. Academic Portraits spective', (ed.), The International Profession: of New Fourteen Countries, Jersey: Carnagie. Education Amonoo-Neizer, formation, E.H. reformation (1998). and 'Universities revitalisation', in Africa-the Higher need Education for adaptation, trans 11, 301-309.
Policy
KARIM SSESANGA AND ROGER M. GARRETT Bameka, P. (1996). Factors Affecting Academic Staff Productivity
sity. Unpublished Master's dissertation, Makerere University.
at Maker ere Univer Profession:

for
Boyer, E., Altbach,

International Advancement
P. and Whitelaw,
Princeton,
M.-J.
New
(1994). The Academic

Jersey: Carnegie
An
the
Perspective. of Teaching. World. Toronto:
Foundation
Caplan, P.J. (1994). Lifting a Ton of Feathers: A Women's Guide

Academic University of Toronto Press.
to Surviving
in the
Enders, J. (1999). 'Crisis, what crisis? The academic professions in the 'knowledge' society', Higher Education 38, 71-81. Enders, J. and Teichler, U. (1997). 'A victim of their own success? Employment and
conditions working 34, 347-372. of academic staff in comparative perspective'. Higher Education
Etoori, D.M
University.
(1989). An Evaluation
Unpublished teachers' Masters
of the Staff Development Programme

dissertation, Makerere University.
of Makerere in
Evans, L. (1997). 'Addressing problems of conceptualisation

researching job satisfaction', Educational Research
and construct validity

39, 319-331.
Fairman, R.L. (1973). An Empirical Investigation of theHerzberg Dual-Factor Theory of Job Satisfaction. Unpublished Doctoral dissertation, Florida State University. Garrett, R.M. (1999). Teacher Job Satisfaction in Developing Countries, Educational Research Supplementary Series G. London: DFID, 20pp.
Herzberg, F., Mausner, B. and Synderman, B.S. (1959). The Motivation to Work, 2nd
edition. New York: John Wiley and Sons. Kajubi, S. (1992). 'Financing higher education
21-25.
in Uganda',
Higher
Education
3(3), in Se
Kayizzi, K.B.
lected
(1990). Predictors
Schools
of Job Satisfaction Among Graduate Teachers

Unpublished Master's dissertation.
Secondary
in Kampala.
Kyamanywa, T.N. (1996). Factors Affecting Job Satisfaction in Tertiary Institutions in Uganda: A Study of Uganda Polytechnic Kyambogo and National College of Business
Nakawa. Lacy, F.J. Unpublished and Sheehan, perspective', Masters B.A. dissertation, (1997). 'Job Makerere satisfaction 34, 305-322. University. among academic staff: an
international
Higher
Education,
Makerere University and Management.

Makerere University,
through Effective Organisation (1996). Academic Development A Report on Makerere University Strategic Plan 1996/97-1998/9,
Kampala.
Makerere
Maslow, McKeachie,
University, Kampala Development Office.

A.H. W.J. and (1954). Motivation 'The (1982). Learning:
(Academic
Staff Statistics,
New
1998/99), Planning
and
rewards
and Personality. of teaching', Professors staff:
Teaching Francisco: Moses,
Jossey-Bass, I. (1986). 'Promotion
pp.
Motivating 7-13. of academic
and Row. York: Harper in Bess, J. (ed.), New Directions for to Teach Vol. 10 San Effectively, and Education
reward
incentive',
Higher
15,33-37.
Position on Key Issues, Problems, and Challenges of MUASA (1996). MUASA's and Clarified since March Interest Articulated Academic and National 1996: MUASA. A Report on MUASA Activities, Makerere University, Kampala. Mujaju, A.B. (1996). 'Recruitment and retention of staff in tertiary institutions in Uganda', Journal ofMakerere University Convocation 1(2), 43-49.
55
Mulindwa, S.K. (1998). Job Satisfaction among Academic and Administrative Staff in Technical Education Institutions in Uganda: A Case Study of Uganda Polytechnic
Kyambogo. Unpublished Master's dissertation, Makerere University.
Mumford,
Longman.
E.
(1972). Job Satisfaction:
A Study of Computer Specialists.
London:
Ocitti, J. P. (1993). The Academic Profession

its Anatomy, Challenges and Quagmire.
in East Africa: A Conceptual Overview of

General Seminar Paper, Makerere Uni
versity, Kampala, Danida/UNISE Programme. Olsen, D., Maple, S. and Stage, F. (1995). 'Women and minority in faculty job satis faction', Higher Education 66, 267-292. Opolot, Y.W. (1991). A Study of Job Satisfaction among the Institute of Teacher Edu cation Kyambogo (ITEK) Academic Staff. Unpublished Masters dissertation,
Makerere University.
Oshagbemi, T. (1996). 'Job satisfaction of UK academics', Educational Management and Administration 24(2), 389-400. Oshagbemi, T. (1997) 'Job satisfaction and dissatisfaction in higher education', Man agement and Training, 39(9), 354-359.
Pearson, D.A. and Seiler, R.E. (1983). J. (1996). 'Environmental satisfiers in academics', Higher Education Poole, M.E. 12, 35-47. and Langan-Fox, L. and Australian Women and Careers: Psychological
and Contextual Influences over the Life Course. Cambridge University

Poole, M., Bornholt, nature dered of academic F. (1997). 'An international Summers, some cross-cultural work: explorations', and Glassman, M. 'The study Higher
Press.
of the gen Education
34, 373-396.
Quarstein, V.A., McAfee, R.B. (1992). situational occurrences
theory of job satisfaction', Human Relations, 45(8), 859-73. Rosen, S. (1978). 'Job satisfaction and the neglected variable of job seniority', Human
Relations, 31, 297-308.
Saint, W. (1992). Universities inAfrica: Strategies for Stabilisation and Revitalisation. A World Bank Technical Paper, No 194.Washington DC: The World Bank. Sanyal, B.C. (1995). Innovations in University Management. Paris: HEP, UNESCO. Serow, (1997).
Serow, 40, Siassi, R.C. 449-463. I., Crocetti, ageing N.A.K. G. and H.R. 'Emotional health, (1975). Spiro, Industrial 2, 289-296. Gerontology Job Satisfaction Academics: of University life and job satis (2000). 'Research and teaching at a research university', Higher Education
faction Ssesanga,
workers', (2001). R.
Perspectives
from the grain
Uganda. Unpublished
Smyth, J. and Hattam,
EdD dissertation, University

(2000). 'Intellectuals as hustler:
of Bristol.
researching against
of the market', British Educational Research Journal, 26(2), 157-175. The New Vision (1999). 'Nsibambi launches the education strategic investment plan (ESIP)-1998-2003', February 17, 1999 newspaper published inUganda by The New
Vision Corporation, Kampala.
(2001). 'Makerere to expand library to seat 3000' May 7, 2001 news paper published in Uganda by The New Vision Corporation, Kampala. in Universities in Tizikara, M.K. (1998). Correlates of Academic Staff Satisfaction The New Vision
Uganda. Unpublished Master's dissertation, Makerere University.
56
Toren, N. (1993). 'The temporal dimension of gender inequality in academia', Higher Education 25, 439-455. Urwick, J. (2002). 'Determinants of the private costs of primary and early childhood education: findings from Plateau State, Nigeria', International Journal of Educational Development 22(2), 131-144. Volkwein, J.F. and Parmley, K. (2000). 'Comparing administrative satisfaction in public
and private universities', Research in Higher Education, 41(1), 95-116.
Address for correspondence: Roger M. Garrett, Graduate School University of Bristol, 35 Berkeley Square, Bristol BS8 IJA, UK Phone: +44-0117-928-7042; Fax: +44-0117-929-1941;
E-mail: r.m.garrett@bristol.ac.uk
of Education,

PDF

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

PDF

Uploaded by

Copyright:

Available Formats

Job Satisfaction of University Academics: Perspectives from Uganda Author(s): Karim Ssesanga and Roger M.

Higher Education (2005) 50: 33-56 DOI 10.1007/sl0734-004-6346-0

KARIM SSESANGA& ROGERM. GARRETT

the stimuli that create academic

are largely extrinsic

for Ugandan academics' further research agenda

Keywords: developing nations, job satisfaction

Introduction The global trend: an endangered

KARIM SSESANGA AND ROGER M. GARRETT

isolated and fragmented

(Smyth and Hattam

(Altbach 2001). Quite clearly the work of academics is affected by major

In Uganda there is increasing more and effectively perform

currently being understandable Universal

(2002) has recognised, the need for public

on primary having been

important it still and suggests that

JOB SATISFACTION OF UNIVERSITY ACADEMICS: UGANDA

laboratories, to provide which

new knowledge and skills to be acquired. What

is likely to be the effect

Table 1. Space Availability Faculty/School/ Institute Agriculture Arts

inMakerere University Available Space

(in square metres) Space Needs

-3520 -2274 -1253

698 470 12565 9493

-2145 -2120 -8101 -6877 + 1579 -12001

S/Sciences Technology Vet. Medicine

Fine Art Librarianship

Total Source: Makerere University

KARIM SSESANGA AND ROGER M. GARRETT

of such rapidly declining conditions on the ability and willingness

(1999) has noted,

the social context of teachers, their

pectedly, such changes, as suggested by Oshagbemi

(1997), are likely to

summarise some more

contributing providing Uganda. prediction and adapts theory. rank,

this study examines Additionally, and tenure on Ugandan academics'

Relevant Since nature One of the of

explain differences in job satisfaction as detected

agreed definition of what job satisfaction is (Evans 1997; Fairman

(Garrett with many

ing for inclusion (Volkwein and Parmley 2000).

paid. Only inHong Kong and the Netherlands

Similarly, Lacy and Sheehan

(1997), using a sample of

context-related) were generally

Israel were most

In comparison with other lowest levels of satisfaction

in Sweden, by academics to overall around satisfaction, were with satisfied, compared

background: studies have been

job satisfaction been conducted sector. out staff. The

in the area data

Uganda's higher studies that have isfaction among

of job satisfaction in exist from the few low levels of sat

Etoori (1989) found low job satisfaction among staff.

The level of academic staff qualifications has a significant effect on

relationship however, catered for,

academic staff inMUK

in respect to pay and incentives.

In the light of the foregoing discussion,