A Qualitative Study of Job Satisfaction, Work-Life Balance, and Sense of Belonging, on Well-Being and Retention of Faculty in Louisiana’s Public Higher Education Institutions

Abstract

The impact of work-life balance is imposing a significant strain on faculty in higher education. Much of the literature suggests faculty are not satisfied with their jobs and do not feel a sense of belonging, and the results show negative impacts on faculty well-being. Results from a 2015 Gallup survey of faculty workplace engagement showed faculty who reported an adverse campus climate and hostile work environment experience lower faculty morale, heightened job dissatisfaction, and less faculty engagement, which is a predictor of faculty attrition (Jaschik & Lederman, 2015). The purpose of this research study was to examine factors that impact faculty’s well-being and retention within the state of Louisiana, specifically addressing: (1) job satisfaction, (2) sense of belonging, (3) work-life balance, (4) retention, and (5) well-being. By focusing on these key elements this study illuminated prevalent themes shaping the professional landscape of faculty members in Louisiana’s public higher education institutions. At its core, the overarching research question that steered this investigation was: “What are prevalent themes impacting faculty well-being and retention in Louisiana’s public higher education institutions?”