Abstract
Purpose. The purposes of this study were to determine (1) the level of job satisfaction among California community college part-time faculty, (2) the proportion of part-time faculty in each of eleven identified reasons for teaching, (3) the relationship between job satisfaction of part-time faculty and reasons why they were teaching, (4) the proportion of part-time faculty who were teaching transfer, nontransfer, remedial, or vocational courses, (5) the major satisfiers and dissatisfiers among part-time faculty, and (6) significant differences, if any, in job satisfaction among part-time faculty relative to whether they were teaching transfer, nontransfer, remedial, or vocational courses. Methodology. The researcher used descriptive research. The sample consisted of 571 part-time faculty at seven California community colleges. The instruments used were a questionnaire designed by the researcher to determine reasons for teaching and types of courses taught and the short-form Minnesota Satisfaction Questionnaire (MSQ). Multiple regression analysis was used to determine significant relationships between level of job satisfaction and reasons for teaching. Analysis of variance was used to determine significant differences in level of job satisfaction relative to whether part-time faculty were teaching transfer, nontransfer, remedial, or vocational courses. Findings. California community college part-time faculty are generally satisfied with their job. Three reasons for teaching added significantly to the ability to predict job satisfaction among part-time faculty. The largest number of part-time faculty were teaching transfer courses. The percentage of satisfiers on the short-form MSQ was 69.6 while the percentage of dissatisfiers was 7.6. There were no significant differences in level of job satisfaction relative to whether part-time faculty were teaching transfer, nontransfer, remedial, or vocational courses. Conclusions and recommendations. Teaching transfer, nontransfer, remedial, or vocational courses makes little difference in level of job satisfaction. A number of part-time faculty desires to change full-time nonteaching jobs for full-time community college teaching positions. Among the major recommendations are the following: implementing uniform evaluation practices for part-time faculty; improving working conditions for and relationships with part-time faculty; and hiring part-time faculty to fill full-time positions, whenever possible. California community college districts should conduct additional institutional self-studies based on this study.