Abstract
Purpose. The purpose of this study was to determine the levels of job satisfaction among school of business faculty in WASC (Western Association of Schools and Colleges) accredited California independent colleges relative to Frederick Herzberg's Two Factor Theory of Motivation. Methodology. The researcher used descriptive and ex post facto research. The population consisted of full time faculty in WASC accredited independent college schools of business in California. A questionnaire was used to collect data on five research questions. Findings. (1) Of the five motivator factors, the work itself provided the highest level of satisfaction, and growth opportunities showed the lowest level of satisfaction for the faculty members. (2) Of the five hygiene factors, interpersonal relationships provided the highest level of satisfaction, and salary provided the least satisfaction for the faculty members. (3) Tenured faculty indicated higher levels of satisfaction than non-tenured faculty. (4) Male business faculty members expressed higher levels of satisfaction than female faculty members relative to supervision, working conditions, and interpersonal relations. (5) Minority groups and females are underrepresented in business programs. (6) Business faculty members thirty-six years of age and older appear to have higher satisfaction levels than members thirty-five years and younger. (7) Business faculty with doctorates have higher levels of satisfaction compared to those with master's or bachelor's degrees. Conclusions and recommendations. Business faculty members in WASC accredited California independent colleges are satisfied overall with their jobs. But, in the areas of recognition, growth, supervision, and salary, there is a serious need for some improvement. Among the recommendations are: (1) Administrators should form a faculty salary equity review committee empowered to review salaries and develop recommendations for equity adjustments. (2) Administrators should form a peer review merit committee to recommend merit increases based on faculty performance. (3) Administrators should provide programs that recognize faculty achievements. (4) Administrators should form a diversity committee to address the needs of female and minority faculty members. (5) Professional development programs should be provided for business faculty members that focus on professional growth.