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Design, Fabrication, and Administration of the Hand Active Sensation Test (HASTe)
Published on: September 8, 2015
Job satisfaction of occupational therapy faculty
C K Rozier1, G E Gilkeson, B L Hamilton
1School of Physical Therapy, Texas Woman's University, Denton 76204.
Summary
Occupational therapy faculty find satisfaction in teaching, particularly the academic environment and autonomy in designing learning experiences. This insight can aid administrators in faculty recruitment and retention.
Area of Science:
- Health Sciences
- Education
- Occupational Therapy
Background:
- Faculty satisfaction is crucial for academic program quality and stability.
- Understanding factors influencing occupational therapy faculty satisfaction is essential for program development.
Purpose of the Study:
- To identify key factors contributing to occupational therapy faculty satisfaction with their teaching roles.
- To explore the relationship between faculty demographics and job satisfaction.
Main Methods:
- A survey was administered to 538 occupational therapy faculty members.
- The survey collected demographic information and data on specific satisfying and dissatisfying aspects of teaching roles.
Main Results:
- No strong correlations were found between demographic information and satisfaction levels.
- Faculty reported high satisfaction with teaching in general, the academic environment, autonomy in curriculum design, and freedom from constraints.
- Specific dissatisfying factors were not detailed in the abstract but are implied to warrant attention.
Conclusions:
- Occupational therapy faculty derive significant satisfaction from intrinsic aspects of their roles, such as academic freedom and pedagogical autonomy.
- These findings can inform strategies for enhancing faculty recruitment, retention, and integration into academic settings.
- Educational administrators can leverage this information to create more supportive and satisfying environments for occupational therapy educators.
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