Attitudes of Academic Staff Towards Distance Education and Job Satisfaction at Universitas Terbuka

Sudarmo, Agnes Puspitasari (1995) Attitudes of Academic Staff Towards Distance Education and Job Satisfaction at Universitas Terbuka. Masters thesis, University of Victoria.

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Abstract

This study had three purposes. The first was to determine attitudes of Universitas Terbuka (UT) ii academic staff towards distance education. The second was to investigate levels of job satisfaction of UT academic staff. The third was to determine whether or not there was a relationship between attitudes of UT academic staff towards distance education and levels of job satisfaction of UT academic staff. The sample of this study was UT junior academic staff members. A survey technique was employed to gather information from respondents. The instrument was divided into three parts: Part 1, Personal and professional information of academic staff; Part 2, Faculty Attitudes Questionnaire; and Part 3, Hill's (1986-1987) Faculty Job Satisfaction Questionnaire . The questionnaire was mailed to 192 academic staff across faculties and service and support units at Universitas Terbuka's main office in Jakarta, Indonesia. One hundred, sixty-one academic staff returned the questionnaires, for a return rate of 83.85%. The results indicated that UT junior academic staff possessed fairly positive attitudes towards distance education. From the Hill's Faculty Job Satisfaction Questionnaire, respondents indicated slight dissatisfaction with their present jobs. A Pearson product-moment correlation showed a small positive correlation between the academic staff attitudes towards distance education and the levels of job satisfaction of the academic staff. The ~-test results showed no significant differences in attitudes towards distance education between the respondents who worked in faculties and the respondents who were placed in units. In addition, the ~-test results showed no significant differences in the levels of job satisfaction between the academic staff who were placed in faculties and the academic staff who were assigned to units. The results are discussed in terms of implications for enhancing the attitudes of UT academic staff towards distance education and improving levels of UT academic staff job satisfaction.

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