Investigating the factors of lecturer job satisfaction: A Case Study of Catholic University ofEastern Africa (CUEA)

Abstract

The purpose of this article was to investigate the factors of lecturer job satisfaction and its implications on learning, using the Catholic University of Eastern Africa (CUEA) in Nairobi, Kenya as the point of focus and reference. The contention of this article is that job satisfaction is pivotal for lecturers' performance, yet studies reveal mixed findings regarding key predictors. This research examines factors influencing satisfaction among faculty at Catholic University of Eastern Africa, aiming to address concerns over limited training opportunities, discontinued benefits, and high turnover. Using a quantitative approach, the study surveyed 33 lecturers, considering gender and experience as moderators. An anonymous online questionnaire assessed salary and benefits, promotion opportunities, training and development opportunities, and work autonomy. The findings reveal salary, benefits, and autonomy significantly influence satisfaction, while promotion and training, though valued, were not significant predictors. A key finding was the moderating effect of gender on the autonomy-satisfaction link, with female faculty being more satisfied with greater autonomy. The study recognizes contextual factors
shaping these relationships. It recommends enhancing financial incentives and participative decision-making, notes sample limitations, and suggests future qualitative research to explore neutral perceptions and changing relationships over time.