Abstract
Purpose. The purpose of this study was to identify factors perceived as contributing to job satisfaction and job dissatisfaction among Chief Student Services Officers (CSSO) in California public community colleges using Herzberg's Two-Factor Theory of Motivation as a construct. The study investigated how these factors can be enhanced or mitigated to increase job satisfaction. Methodology. This research was descriptive in design. Forty Chief Student Services Officers representing the ten public community college regions in California were randomly selected and interviewed. An interview guide based on the critical incident technique was used to collect the data. Data were analyzed through the use of qualitative procedures. Findings. The data identified motivating factors work itself, achievement, and recognition as contributing to job satisfaction. The major factors contributing to job dissatisfaction were hygiene in nature and included school policy and administration , interpersonal relations, and supervision . Recommendations to increase job satisfaction fell under three major job factors: school policy and administration, interpersonal relations, and work itself. Conclusions and recommendations. (1) Chief Student Services Officers (CSSOs) were satisfied with the intrinsic aspects of their job because they could focus on "doing their job," identify the outcome of their efforts, and were recognized for their achievements. (2) CSSOs were dissatisfied with the extrinsic aspects of their job because they perceived themselves to be overburdened with implementing and enforcing institutional policies. (3) CSSOs also perceive that they are unsupported by their supervisor and that their interpersonal work relationships to be of poor quality. It is recommended that CSSOs continue to have the latitude to provide the leadership necessary to initiate and complete their work. This will require opportunities for professional development and the support of the leadership of community colleges. Recognition efforts for CSSOs institutional contributions and achievements should also be developed to increase job satisfaction. To mitigate dissatisfaction, a campus climate that values trust and promotes open communication must exist so that supportive and positive interpersonal relations with campus leaders and peers are established.