Job Satisfaction and Skill Proficiency of Non-Teaching Personnel in a State University

Abstract

The objective of the study was to establish the relationship between the job satisfaction and skill proficiency of non-teaching personnel at the State University to determine operational limitations and developmental needs. It appears that administrative staff faces numerous restrictions in career growth that threaten their psychological wellbeing. A descriptive correlational study design was used to gather sufficient information from 104 respondents. The article revealed that non-teaching personnel at the university are mostly female and young. The participants indicated a high level of job satisfaction (M = 4.06), with Work Social Relationships (M = 4.24%) and immediate supervision being the highest contributors, whereas Professional Growth and Development was the lowest area (M = 3.90%). At the same time, the study found a deficiency in technical proficiency in proprietary university systems (M = 3.49%) as the greatest limitation to operational effectiveness. When considered together, the study found a positive correlation between overall job satisfaction and skill proficiency (r= .67). According to the self-determination theory, the analysis of the job satisfaction of the non-teaching personnel at the State University suggests that their basic psychological needs for relatedness are met; however, the lack of professional growth and development indicates a deficiency in competence and autonomy, which has a detrimental effect on their psychological wellbeing (Ryan & Deci, 2017; Deci et al., 2017). The study recommends that the State University should address the identified deficiency to improve the overall job satisfaction of non-teaching personnel, which, in turn, will increase organizational productivity since motivated employees provide better services to students.