Identifying Job Satisfaction Parameters among the Employees in
Higher Educational Institutions: A Mathematical Model
MAHAK BHATIA1, ALED WILLIAMS2
1Department of Science
St. Xavier’s College
Jaipur,
INDIA
2Department of Mathematics
London School of Economics and Political Science
London,
UK
Abstract: - This study evaluates job satisfaction among administrative and teaching faculties in higher
educational institutions using Multi-Criteria Decision Making (MCDM) tools. Key factors such as promotional
opportunities, interpersonal relations, managerial support, and department of employment were identified as
significant influencers of job satisfaction. Analytical results reveal that promotional opportunities and
managerial support have the highest impact on job satisfaction, highlighting the need for strategic management
of these factors to improve employee retention and efficiency.
Key-Words: - Job satisfaction, educational institution, mathematical model, Multi-Criteria Decision Making
(MCDM), managerial support, Technique for Order of Preference by Similarity to Ideal Solution
(TOPSIS).
Received: January 4, 2024. Revised: June 26, 2024. Accepted: July 19, 2024. Published: August 14, 2024.
1 Introduction
The retention of employees in an organization is a
challenging issue in the present dynamic working
environment. After the outbreak of the coronavirus
pandemic, both the retention and recruitment of staff
have grown particularly problematic for educational
institutions. The incorporation of enhanced
conceptualization and contextualization in
educational methodologies introduced additional
layers of complexity to the sector. The growing
integration of technology in education is
contributing to perceptions of job dissatisfaction
among faculty. This is largely because many
institutions have not implemented faculty
development programs to equip educators with the
skills needed for these new teaching approaches.
Additionally, the financial disparity between
teaching and non-teaching staff exacerbates feelings
of job dissatisfaction. [1], found that the level of job
satisfaction among employees is independent of
their age, experience, and type of institution. In
contrast, [2] found that age is positively related to
job satisfaction.
[1], employed Herzberg's theory to assess the
role of motivational factors and interpersonal
relationships among colleagues in determining
levels of job satisfaction. The motivational factor
reveals that academics frequently derive greater
satisfaction from the intrinsic qualities of their work
rather than from the opportunities provided to them.
Regarding relationships with peer colleagues,
academics are predominantly motivated by the
conduct of their co-workers and are least content
with the criteria employed to determine their
compensation structure.
The conclusions drawn from prior research
suggest that disparities in job satisfaction may exist
based on the employee's level and the nature of their
assigned tasks. Locke (1976) defines job satisfaction
as a pleasurable emotional state that is a result of
mutual compatibility among the employees and the
perception of being satisfied with the job. Job
satisfaction is defined as one of the aspects that
reflects employers’ attitude towards their job and its
related attributes. [3], found that with increases in
occupational level, job satisfaction also increases.
The higher the academic position, the more
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satisfaction is found generally among employees. It
can be therefore concluded that the role one holds
within an organization also serves as a critical factor
in determining job satisfaction.
When employees collaborate, they frequently
engage in challenges, new opportunities, and
innovative thinking. These interactions not only
make the atmosphere positive, but also contribute to
their overall job satisfaction level. [4], argue that
work engagement is a personal attribute, distinct to
each individual. They further argue that job
satisfaction is the resultant outcome derived from
these individualized parameters of work
engagement. In other words, the level of an
employee's active involvement and enthusiasm for
their work - referred to as work engagement - serves
as the underlying factors that ultimately contribute
to their overall job satisfaction.
It has been empirically observed that escalating
work demands imposed by organizations can
compromise employees' dedication to their
responsibilities, subsequently diminishing their
perceived levels of job satisfaction. This
incongruence between individual expectations and
organizational requirements often culminates in
overall job dissatisfaction. Contrarily, some
scholarly investigations challenge the notion that a
direct correlation exists between workaholism and
job satisfaction. For instance, [5], conducted an in-
depth exploration into the relationship between
Psychological Contract Breach, work engagement,
and job satisfaction. Their analytical findings
indicate that employees become fully engaged in
their work only when organizations fulfill all pre-
established conditions. Moreover, it has been
observed that when the factors affecting employee
motivation are rigorously assessed, an enhancement
in workforce productivity is discernible.
While ongoing research endeavors to elucidate
the interrelationship between job satisfaction, work
engagement, and efficiency, a more comprehensive
analysis is requisite for a nuanced understanding of
the variables and factors that influence job
satisfaction, [6]. Further, [7], conducts an empirical
examination of the correlation between job
satisfaction and work efficiency, identifying these
elements as pivotal indicators of work-related well-
being.
The purpose of this paper is to study the level of
job satisfaction among the teaching and non-
teaching faculty in higher educational organizations
and to analyze the relationship between job
satisfaction and work engagement. Thus, to evaluate
the people’s perception of working in an educational
institution and to identify the parameters that lead to
job dissatisfaction a mathematical model is
formulated that identifies the constraints that are
being faced by employees. Different MCDM tools
are employed that provide insight into the
parameters that impact job satisfaction. To the best
of our understanding, there exists no study
specifically aimed at quantitatively assessing job
satisfaction among employees in higher educational
institutions through a mathematical methodology.
The findings of this research contribute to the
identification of policies and attributes that
influence faculty satisfaction levels, thereby offering
a scientific foundation for these determinants.
The majority of existing research posits that job
satisfaction serves as a potential predictor of
absenteeism, turnover, and workaholism,
contending that these factors fall within the sphere
of managerial influence and thus establish
benchmarks for job satisfaction, [8]. Despite this, a
counterargument challenges this notion by
highlighting the heterogeneity in individual
expectations of employment. Consequently, the
mathematical model developed in this study offers
nuanced insights into the diverse factors that impact
employee job satisfaction.
The analysis furnishes a scientific framework
for comprehending the variations in levels of job
satisfaction. It is anticipated that such scholarly
contributions will assist organizational management
in pinpointing deficiencies and refining policies,
rules, and regulations to enhance employee
motivation and engagement within institutions and
organizations.
While there exists a plethora of research
publications on job satisfaction, there is a notable
lack of studies that specifically focus on the job
satisfaction of both teaching and non-teaching
faculty in higher educational institutions through a
quantitative methodology. Accordingly, the present
study undertakes a comprehensive review of the
literature concerning factors such as age, working
hours, peer behavior, advancement opportunities,
and overall job satisfaction, aiming to identify
additional constraints that influence employees'
perceptions of job satisfaction.
2 Literature Review
The literature generally indicates a strong
correlation between employees possessing advanced
skills or knowledge and elevated levels of job
satisfaction. However, [9] and [10] assert that
individuals with higher educational attainment tend
to report lower levels of job satisfaction. [11],
corroborate that while earnings comparisons do play
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a role in shaping job satisfaction, non-pecuniary
factors such as collegial relationships and the nature
of the job (i.e. teaching or non-teaching) also serve
as significant determinants. [12], examine gender-
based variations in job satisfaction, considering
variables like working hours, workload, and
organizational support. Their findings reveal that
females generally express greater satisfaction with
their job roles compared to their male counterparts.
Contrarily, [13], conclude that females under the
age of 35 tend to be less satisfied with their
employment.
Numerous scholars, including [8], have
investigated the relationship between variables such
as age, gender, rank, and length of service as they
relate to job satisfaction. The analysis suggests that
tenure within an institution positively correlates
with levels of job satisfaction. Furthermore, tenure
is significantly associated with determinants of
satisfaction, including performance appraisals,
promotional opportunities, and a supportive learning
environment. [14], utilized bivariate statistical
analysis, revealing that age consistently exerts a
positive influence on job satisfaction and a negative
impact on turnover intentions. Conversely,
multivariate analyses indicate that a multitude of
independent variables positively correlate with both
job satisfaction and job involvement, although
organizational commitment shows less consistency.
[15], applied structural equation modeling to
assess job-related factors affecting employee
retention in higher educational institutions. [9],
delineated four principal metrics impacting job
satisfaction, noting that individuals in academic and
healthcare sectors are generally more satisfied by
the services they provide than by their
compensation. Contrary to prior research, the study
found that married individuals report lower levels of
satisfaction compared to their unmarried
counterparts. Workplace training was found to
enhance all metrics of job satisfaction.
[16], employed the Analytical Hierarchy
Process (AHP) to rank job satisfaction parameters
upon utilizing a weighted mean approach. Their
findings indicate that customer awareness criteria
carry the highest weight, while incentives for
employees exhibit variability. [17], introduced a
fuzzy logic model to evaluate job satisfaction levels
within organizations.
Through a comprehensive review of existing
literature, several research gaps were identified,
thereby aiding in the formulation of research
questions and objectives:
1. Identification of parameters that impact the
perception of job satisfaction.
2. MCDM analysis is conducted to evaluate the
impact of parameters.
3 Results
The research offers an examination of the factors
influencing job satisfaction among both teaching
and non-teaching staff in higher educational
institutions. Data were gathered from five distinct
academic organizations utilizing questionnaires. The
findings reveal that employees in these higher
educational settings generally express satisfaction
with their working conditions yet display lower
levels of contentment with their assigned roles and
the managerial policies in place. The findings are
broken down carefully in Figure 1, Figure 2 and
Figure 3 in Appendix. Further, at a high-level we
discuss the results through this section.
The survey revealed that non-teaching staff are
regarded as foundational elements within academic
institutions. Despite being a crucial and highly
valued resource within these organizations, it was
observed that the compensation structures and
managerial policies are not particularly favorable to
non-academic personnel. As a result, retaining such
staff presents a significant challenge for educational
institutions. The analysis suggests that factors like
relationships with colleagues and opportunities to
demonstrate skills contribute positively to their job
satisfaction. However, elements such as assigned
roles and compensation levels adversely affect their
work efficiency.
In detail, the findings indicate that promotional
opportunities and managerial support are the most
critical factors influencing job satisfaction among
both teaching and non-teaching staff. Employees
who perceive a clear path for career advancement
and receive strong support from management report
significantly higher levels of job satisfaction.
Conversely, the lack of these factors contributes to
job dissatisfaction and higher turnover intentions.
These results align with previous studies by [1] and
[2], confirming the importance of intrinsic and
extrinsic motivators in the workplace.
Moreover, the study highlights that
interpersonal relations play a crucial role in job
satisfaction. Positive relationships with colleagues,
characterized by mutual respect and support,
enhance employees' overall job satisfaction. This
finding underscores the importance of fostering a
collaborative and inclusive work environment. The
data also reveal that non-teaching staff, despite
being satisfied with their work environment, are
particularly dissatisfied with their compensation and
recognition, which significantly impacts their job
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satisfaction and efficiency. Addressing these
disparities could lead to improved retention rates
and a more motivated workforce.
Overall, the analysis conducted using Multi-
Criteria Decision Making (MCDM) tools provides a
nuanced understanding of the various factors
affecting job satisfaction. The results offer valuable
insights for academic institution management,
emphasizing the need to enhance promotional
opportunities, managerial support, and interpersonal
relations to improve job satisfaction and retain
skilled staff. Future research should further explore
these findings across different educational settings
and incorporate additional variables such as
technological advancements and professional
development programs.
The findings of the study offer management
professionals within academic institutions insights
into the policies that contribute to job dissatisfaction
among employees. [18], identified four key factors
that significantly predict employee retention,
namely the perception of future growth
opportunities, the age of the employee, the
alignment between employer and employee
expectations, and the support or training provided
by the employer.
The analysis indicates that there is an inverse
relationship between educational qualification and
levels of job satisfaction. During a survey, it is
analyzed that that women are more satisfied with
their job profile as compared to men. The MCDM
techniques used for evaluation focus on ranking the
different parameters that impact overall job
satisfaction. Based on the analysis, it can be
concluded that teaching staff generally exhibit
higher levels of satisfaction compared to non-
teaching staff, particularly in the areas of working
conditions and compensation. Further, it seems like
the primary cause of job dissatisfaction among the
non-teaching staff is the inadequacy of the salaries
offered. Various MCDM techniques offer distinct
perspectives on the criteria being evaluated.
Therefore, consistent results for the criteria under
consideration can only be expected when using a
specific analytical tool. Employing different tools
for analysis is likely to yield varying outcomes.
4 Conclusions
This study provides a quantitative assessment of job
satisfaction among faculty members in higher
educational institutions using MCDM tools. Note
that significant influencers include the key factors of
promotional opportunities, managerial support, and
interpersonal relations. The findings suggest that
strategic management of these factors can enhance
employee retention and productivity. Future
research should explore job satisfaction in diverse
educational settings and consider additional factors
such as technological integration and faculty
development programs.
Declaration of Generative AI and AI-assisted
Technologies in the Writing Process
AI detection includes the possibility of false
positives for scores below 20% as in the case of this
article, therefore, this result may be a false outcome.
According to the authors, this is a false outcome.
The authors have reviewed and edited the content as
necessary and take full responsibility for the content
of the publication.
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Contribution of Individual Authors to the
Creation of a Scientific Article (Ghostwriting
Policy)
The authors equally contributed in the present
research, at all stages from the formulation of the
problem to the final findings and solution.
Sources of Funding for Research Presented in a
Scientific Article or Scientific Article Itself
No funding was received for conducting this study.
Conflict of Interest
The authors have no conflicts of interest to declare.
Creative Commons Attribution License 4.0
(Attribution 4.0 International, CC BY 4.0)
This article is published under the terms of the
Creative Commons Attribution License 4.0
https://creativecommons.org/licenses/by/4.0/deed.en
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APPENDIX
Alternatives
Satisfy with
the pay scale
with respect
to the
workload
Do you get
ample
opportunities
at workplace
to develop a
skill
Satisfied with
the working
environment
in an
organization
Satisfied by
the
appraisals
given by
management
Satisfied
with the
nature
of work
allotted
Get the
appreciation
of the
work/tasks
conducted
Satisfied with
the behaviour
of peer
employees in
an
organization
Satisfied with
the policies and
rules &
regulation by
the
management
Satisfy with
the
designation
allotted in an
organization
Seeking to
change the
job if got a
high pay
scale
1
3.64
4.09
3.82
3.91
3.48
3.79
3.23
3.8
3.93
4.13
2
3.8
3.52
3.61
3.46
3.28
3.3
3.94
3.66
3.59
3.84
3
4.11
3.92
3.66
4.05
3.87
3.84
4.12
3.92
4.11
3.3
4
3.76
3.15
3.31
3.94
3.62
3.79
3.44
3.46
4.07
3.93
5
3.3
3.94
3.8
3.96
4.13
3.55
3.43
3.2
0.92
0.82
6
0.95
0.92
0.91
1.25
1.04
0.95
1.16
0.95
1.01
1.11
7
0.99
0.93
1.05
0.96
0.93
1.02
0.88
1.22
1.15
0.91
8
1.01
0.8
1.32
1.67
0.89
0.98
0.96
0.91
0.93
0.92
9
0.96
1.04
1.2
1.67
0.87
0.96
0.98
0.95
0.97
0.91
Criteria
NB
NB
B
B
B
B
B
B
B
B
Fig. 1: The alternatives and the parameters impact the job satisfaction
NB*: Non-Beneficiary
B*: Beneficiary
Alternatives
Si-
Si+
ci
rank
Average working hours
0.089602
0.055112
0.619168
3
Satisfy with the pay scale with respect to the workload
0.08404
0.054844
0.605111
4
Do you get ample opportunities at workplace to develop a skill
0.091001
0.055916
0.619405
2
Satisfied with the working environment in an organization
0.088131
0.04766
0.64902
1
Satisfied by the appraisals given by management
0.071592
0.078387
0.477346
6
Satisfied with the nature of work allotted
0.058143
0.091976
0.387313
7
Get the appreciation of the work/tasks conducted
0.057905
0.092936
0.383884
9
Satisfied with the behaviour of peer employees in an organization
0.058012
0.092506
0.385416
8
Satisfied with the policies and rules & regulation by the management
0.057692
0.092693
0.383628
10
Satisfy with the designation allotted in an organization
0.047449
0.087666
0.351176
11
Seeking to change the job if got a high pay scale
0.060185
0.065686
0.478147
5
Fig. 2: Different ranks assigned to the alternatives that impact the job satisfaction level
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Fig. 3: Rank assigned to different parameters of job satisfaction
Average working hours
Satisfy with the pay scale with respect to the work load
Do you get ample opportunities at workplace to develop a skill
Satisfied with the working environment in an organization
Satisfied by the appraisals given by management
Satisfied with the nature of work allotted
Get the appreciation of the work/tasks conducted
Satisfied with the behaviour of peer employees in an organization
Satisfied with the policies and rules & regulation by the management
Satisfy with the designation allotted in an organization
Seeking to change the job if got a high pay scale
0246810 12
Rank
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