Understanding Faculty Job Satisfaction through Self-Determination Theory: Exploring Direct and Indirect Effects of Perceived Support, Psychological Needs, and Employment Status

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Abstract

This study applies Self-Determination Theory to examine how institutional support and psychological needs (competence, autonomy, and relatedness) predict faculty job satisfaction. Using data from 670 full-time faculty at a four-year research university, structural equation modeling revealed that support, competence, and relatedness significantly predicted satisfaction, while autonomy did not. Tenured and tenure-track faculty reported lower satisfaction and psychological need fulfillment than non-tenure-track peers. Salary and age had small positive effects; gender and race were mostly nonsignificant. Findings underscore the importance of supportive environments and psychological need fulfillment in promoting faculty well-being. Results offer insights for academic leaders seeking to improve satisfaction, retention, and institutional climate across diverse faculty appointment types.

Authors

• Yi Leaf Zhang, University of Texas - Arlington

• John Connolly, University of Texas at Arlington