Relationship Between Faculty Workload Management and Job Satisfaction Among College Instructors

This study examined the relationship between faculty workload management and job satisfaction among college instructors at the University of the Visayas College of Arts and Sciences during the Academic Year 2025–2026. Specifically, it determined the level of faculty workload management, the level of job satisfaction, and the significant relationship between the two variables. The study employed a quantitative descriptive-correlational research design. Sixty (60) college instructors were selected from a population of seventy (70) faculty members using Slovin's formula with a 0.05 margin of error. Data were collected through an adopted Role Overload Scale and an adopted Job Satisfaction Questionnaire. The data were analyzed using Jamovi Statistical Software. Mean and Standard Deviation were used to determine the levels of faculty workload management and job satisfaction, while the Pearson Product-Moment Correlation Coefficient was utilized to determine the relationship between the variables. The findings revealed that faculty workload management was very high (M = 3.32, SD = 0.72), while job satisfaction was moderate (M = 3.25, SD = 0.67). Moreover, the Pearson correlation analysis revealed a significant moderate negative relationship between faculty workload management and job satisfaction (r = -0.542, p = 0.001). This indicates that as faculty workload demands increased, the level of job satisfaction tended to decrease. The study concluded that workload management significantly influences the job satisfaction of college instructors. It is recommended that educational administrators strengthen workload allocation policies, provide faculty support programs, and enhance opportunities for professional growth and advancement to improve faculty satisfaction and well-being.

faculty workload management, job satisfaction, college instructors, higher education, descriptive-correlational research

1. Alrawahi, S., Sellgren, S. F., Altouby, S., Alwahaibi, N., & Brommels, M. (2020). The application of Herzberg's two-factor theory of motivation to job satisfaction in clinical laboratories in Omani hospitals. Heliyon, 6(9), e04829. https://doi.org/10.1016/j.heliyon.2020.e04829 [Google Scholar] [Crossref]

2. Aure, M. R. K., Cañas, A. R., Colonia, M. D., & Alarcon, J. A. (2022). Job satisfaction of faculty members of State Universities and Colleges (SUCs) in Bicol, Philippines. International Journal of Multidisciplinary: Applied Business and Education Research, 3(5), 777–785. [Google Scholar] [Crossref]

3. Bentley, P. J., & Kyvik, S. (2012). Academic work from a comparative perspective: A survey of faculty working time across 13 countries. Higher Education, 63(4), 529–547. https://doi.org/10.1007/s10734-011-9457-4 [Google Scholar] [Crossref]

4. Burić, I., Penezić, Z., & Sorić, I. (2021). Teacher emotions and emotional labor: Associations with teacher burnout, job satisfaction, and classroom management. Educational Psychology, 41(6), 759–777. https://doi.org/10.1080/01443410.2021.1885026 [Google Scholar] [Crossref]

5. Cobo-Rendón, R., Pérez-Villalobos, M. V., Páez-Rovira, D., & Gracia-Leiva, M. (2022). Burnout and job satisfaction among university faculty: The role of organizational support. Frontiers in Psychology, 13, 845123. https://doi.org/10.3389/fpsyg.2022.845123 [Google Scholar] [Crossref]

6. Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). Sage Publications. [Google Scholar] [Crossref]

7. Demerouti, E., Bakker, A. B., Nachreiner, F., & Schaufeli, W. B. (2001). The job demands-resources model of burnout. Journal of Applied Psychology, 86(3), 499–512. https://doi.org/10.1037/0021-9010.86.3.499 [Google Scholar] [Crossref]

8. Guthrie, S., Lichten, C., Van Belle, J., Ball, S., Knack, A., & Hofman, J. (2017). Understanding mental health in the research environment. RAND Europe. [Google Scholar] [Crossref]

9. Hagedorn, L. S. (2000). Conceptualizing faculty job satisfaction: Components, theories, and outcomes. New Directions for Institutional Research, 105, 5–20. https://doi.org/10.1002/ir.10501 [Google Scholar] [Crossref]

10. Houston, D., Meyer, L. H., & Paewai, S. (2006). Academic staff workloads and job satisfaction: Expectations and values in academe. Journal of Higher Education Policy and Management, 28(1), 17–30. https://doi.org/10.1080/13600800500283734 [Google Scholar] [Crossref]

11. Johnson, N., Veletsianos, G., & Seaman, J. (2023). U.S. faculty and administrators' experiences and approaches in the online learning environment. Online Learning Journal, 27(1), 8–30. [Google Scholar] [Crossref]

12. Kim, L. E., Jörg, V., & Klassen, R. M. (2023). A meta-analysis of teacher job satisfaction and organizational commitment. Educational Psychology Review, 35(3), 1–29. https://doi.org/10.1007/s10648-023-09763-5 [Google Scholar] [Crossref]

13. Kinman, G., & Wray, S. (2013). Higher stress: A survey of stress and well-being among staff in higher education. University and College Union. [Google Scholar] [Crossref]

14. Lara, F. S., Egoy, C. J. Q., Dagasdas, M. J., & Orzales, V. M. (2025). Factors contributing to mathematics dislike among students: A quantitative analysis. International Journal of Research and Innovation in Social Science (IJRISS). https://doi.org/10.47772/IJRISS.2025.90700047 [Google Scholar] [Crossref]

15. Locke, E. A. (1976). The nature and causes of job satisfaction. In M. D. Dunnette (Ed.), Handbook of industrial and organizational psychology (pp. 1297–1349). Rand McNally. [Google Scholar] [Crossref]

16. Mahmud, R., Rahman, M. A., & Alam, M. M. (2024). Faculty workload management and employee well-being in higher education institutions. Journal of Educational Administration and Policy Studies, 16(1), 45–58. [Google Scholar] [Crossref]

17. Mudrak, J., Zabrodska, K., Kveton, P., Jelinek, M., Blatny, M., Solcova, I., & Machovcova, K. (2018). Occupational well-being among university faculty: A job demands-resources model. Studies in Higher Education, 43(5), 869–885. https://doi.org/10.1080/03075079.2016.1196357 [Google Scholar] [Crossref]

18. Ortega-Jiménez, P., Moreno-Murcia, J. A., & Vera, J. A. (2024). Factors influencing job satisfaction among university educators. Education Sciences, 14(2), 145. https://doi.org/10.3390/educsci14020145 [Google Scholar] [Crossref]

19. Oshagbemi, T. (1997). Job satisfaction and dissatisfaction in higher education. Education + Training, 39(9), 354–359. https://doi.org/10.1108/00400919710192395 [Google Scholar] [Crossref]

20. Pressley, T., Ha, C., & Learn, E. (2022). Teacher stress and job satisfaction during changing educational demands. Teaching and Teacher Education, 115, 103722. https://doi.org/10.1016/j.tate.2022.103722 [Google Scholar] [Crossref]

21. Reilly, M. D. (1982). Working wives and convenience consumption. Journal of Consumer Research, 8(4), 407–418. https://doi.org/10.1086/208882 [Google Scholar] [Crossref]

22. Sevilla, C. G. (2004). Research methods (Revised ed.). Rex Book Store. [Google Scholar] [Crossref]

23. Toropova, A., Myrberg, E., & Johansson, S. (2021). Teacher job satisfaction: The importance of school working conditions and teacher characteristics. Educational Review, 73(1), 71–97. https://doi.org/10.1080/00131911.2019.1705247 [Google Scholar] [Crossref]

24. Watermeyer, R., Crick, T., Knight, C., & Goodall, J. (2021). COVID-19 and digital disruption in UK universities: Afflictions and affordances of emergency online migration. Higher Education, 81(3), 623–641. https://doi.org/10.1007/s10734-020-00561-y [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study