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Teaching as a Job, Career or Calling: Empirical Evidence from Agricultural University, China

100%
Masood Bhutta Z., Zhao M.
The New Educational Review
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2013
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vol. 32
184-193
EN
Despite an emerging interest in work attitudes (job, career and calling), researchers know little about whether these attitudes matter in the workplace. We explore the under-examined relationship between work attitudes and work outcomes (work satisfaction and internal work motivation) among the teachers of Northwest A&F University China. Although some theory suggests that calling may be strongly correlated with work satisfaction, this study predicted that a career attitude is more positively associated with work satisfaction. The correlation analysis revealed a significant and positive relationship between career, calling and work outcomes as well as a significant and negative relationship between job and work outcomes. The multiple regression analysis indicated a significant impact of career and calling on work satisfaction but only calling has a significant impact on internal work motivation. Further, based on this study, we suggest that work attitudes as a predictor of work satisfaction can give very useful insights into redesigning jobs for the higher education sector in order to increase the level of job satisfaction and motivation of teachers.
2
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Job Design in Career Context: Empirical Evidence from Higher Educational Institutes

81%
Masood Bhutta Z., Ali H., Bhutto S.
The New Educational Review
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2020
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vol. 60
61-70
EN
The present study focuses the Fried et al. (2007) conceptual framework which examines the impact of job characteristics on employees’ satisfaction and how career stage and career advancement moderates these effects. The sample for the study consists of 250 faculty members teaching in different universities in China. Results revealed that current career stage does not act as a moderator between job characteristics and job satisfaction, but career advancement acts as a moderator between job characteristics and job satisfaction which somewhat contradicts the findings of the original model of Fried et al. (2007).
3
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Job Crafting Practices and Work Satisfaction: Evidence from Higher Education Sector in Shaanxi, China

81%
Zhao M., Hussain K., Masood Bhutta Z.
The New Educational Review
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2018
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vol. 52
66-75
EN
We explore the relationships between job crafting approaches (task crafting, relational crafting and cognitive crafting) and work satisfaction among the faculty members of Northwest A&F University, Yangling, Shaanxi, China. The study reveals a significant and positive relationship between different types of job crafting and work satisfaction. Multiple regression analysis revealed a significant impression of task and relational crafting on work satisfaction but a non-significant impact of cognitive crafting on work satisfaction. Furthermore, the study indicates the importance of job crafting towards a higher level of satisfaction for teachers who are engaged in universities.
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