A study of role conflict,role ambiguity, and job satisfaction among academic staff who are in charge of course development and tutorial activities at the Universitas Terbuka

Nadia, Lula (1995) A study of role conflict,role ambiguity, and job satisfaction among academic staff who are in charge of course development and tutorial activities at the Universitas Terbuka. Masters thesis, University of Victoria.

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Abstract

This study has focused on exploring perceived Role Conflict, Role Ambiguity, and Job Satisfaction by the Junior Academic Staff of the Universitas Terbuka (UT) toward their job. It has particular interest in the work areas of Course Development Activity (CDA) and Tutorial Activity (TA). Translated questionnaires of the Role Conflict and the Role Ambiguity Scales developed by Rizzo et al. (1970) and the JDI scale developed by Smith et al. (1969) were used. There were 161 respondents to the questionnaires. The results suggest that, the Junior Academic Staff at UT tended to accept their task roles, but were less sure of what is expected of them in carrying them out. For both Course Development and Tutorial Activities, the staff felt unsatisfied with their pay, and neutral to somewhat satisfied with their work, supervision, opportunities for promotion, and with their co-workers. For both Course Development and Tutorial Activities, the respondents in the Mathematics and Natural Science faculty felt less sure about their roles than did the respondents in the Education faculty. Moreover, they felt less satisfied with their pay and co-workers than the Education respondents. As well, the Mathematics and Natural Science respondents felt less satisfied with their co-workers than the Political and Social Science respondents. Regarding background characteristics, when performing their roles, females were more ready to tolerate conflict than their male counterparts. Further, the Junior Skilled Assistants felt less sure about their roles than the Junior Associate Professors. With regard to work location, the respondents who worked outside the faculties felt less sure about their roles than those who worked inside the faculties.

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