Abstract
Previous research has overlooked university employees' dual working student role as a potential antecedent to altered job perceptions. Therefore, a causal-comparative, quantitative study was conducted to examine how enrollment affects the job satisfaction, role conflict, and role ambiguity of non-instructional university staff. The researcher tested demographic variables, such as age, gender, racial identity, parental status, marital status, and years of service to determine if they moderated the relationship between enrollment and job perception. Among the 811 full-time university staff members who participated, 197 were enrolled as students and 614 were not enrolled. Participants completed the Measure of Job Satisfaction, the Revised Role Stressor Scales, and a demographic questionnaire administered through an online platform. Without considering demographic variables, no multivariate differences existed between students and non-students, but univariate tests indicated students were more satisfied with their jobs than non-students. Of the six demographic variables, only marital status had a moderating effect on the relationship between enrollment and the dependent variables. Specifically, married students were more satisfied with their jobs than married non-students, but single and dating students were less satisfied than single and dating non-students. After controlling for marital status, students showed higher levels of role ambiguity than non-students. No significant effects were found for role conflict. The study concluded that enrollment does affect role ambiguity and job satisfaction among certain employees. With this knowledge, considering the singular influence staff have on the operations of a university (Farrell, 2009), administrators should consider accommodations such as working lunches, a student-employee organization, and a specialized orientation for working students to better support staff who want to continue their education. Future researchers may consider testing different moderators or using a qualitative approach that may provide insight into lived experiences of the working student. The latter approach may explain differences found in the study.
Graduation Date
2021
Semester
Summer
Advisor
Clark, M. H.
Degree
Doctor of Education (Ed.D.)
College
College of Community Innovation and Education
Department
Educational Leadership and Higher Education
Degree Program
Educational Leadership; Higher Education Track
Format
application/pdf
Identifier
CFE0008686;DP0025417
URL
https://purls.library.ucf.edu/go/DP0025417
Language
English
Release Date
8-15-2021
Length of Campus-only Access
None
Access Status
Doctoral Dissertation (Open Access)
STARS Citation
Laderwarg, Jade, "Challenges of Duality: Conflict and Satisfaction in Maintaining Roles as Students and Employees" (2021). Electronic Theses and Dissertations, 2020-2023. 715.
https://stars.library.ucf.edu/etd2020/715