Abstract
Purpose. The purpose of this study was to identify factors perceived as contributing to job satisfaction and job dissatisfaction among members of California community college governing boards of trustees using Herzberg's Two-Factor Theory of Motivation as a construct. The study further investigated how these factors can be enhanced or mitigated to increase job satisfaction. Methodology. Descriptive research was used in this study. Forty governing board members representing the ten community college regions in California were selected at random and interviewed. An interview guide based on the critical incident technique was used to collect the data. Qualitative data analysis procedures were utilized. Findings. The data identified work itself and achievement as the major job factors contributing to job satisfaction; and, institutional policy and administration, work itself, and interpersonal relations as the major job factors contributing to job dissatisfaction. Recommendations to increase job satisfaction were provided under three major job factors: work itself, interpersonal relations, and institutional policy and administration. Conclusions and recommendations. (1) Trustees who kept informed, secured resources, hired and communicated with the CEO, district staff, community and students were more likely to be satisfied with their work and achievements as governing board members. (2) Trustees who lacked knowledge and understanding of policy and regulations, and reached frustration with interpersonal relations were most likely to be dissatisfied with their work as governing board members. (3) Trustees identified work itself, an intrinsic motivating factor, as a satisfier and dissatisfier. Trustees offered suggestions to increase satisfaction and mitigate dissatisfaction by addressing the factors of work itself, interpersonal relations, and institutional policy and administration. It is recommended that trustees be provided with opportunities to conduct meetings, facilitate discussions, delegate tasks, and mediate conflict among board members to enhance communication, teamwork, and decision-making abilities in working with peers, the college president, and the unions.