Advisor

• Dr. Paul Resta

Degree

• Doctoral

Abstract

This research explored 19 higher education faculty members\' perceptions of satisfaction with their online teaching work, identified elements that enhance or inhibit these higher education faculty members\' online teaching satisfaction, and provided a theoretical framework, \"Higher Education Faculty Online Teaching Satisfaction a Conceptual Model,\" to understand the relationship among these elements. Data was collected from multiple sources including an online background questionnaire, semi-structured interviews, and public documents. Data was analyzed using the procedures for developing constructivist grounded theory proposed by Charmaz (2006). Results of data analysis indicate that two contexts, individual and work, reciprocally interact with higher education faculty members work-related perceptions and individual interpretations of the circumstance of their online teaching work. The work-related perceptions and interpretations of work circumstances interact reciprocally, affecting and being affected by the first two components, individual and work, also reciprocally affecting and being affected by each individual higher education faculty member\'s cognitive and affective evaluations of the online teaching work, which results in a continuum of satisfaction with online teaching. The resulting online teaching satisfaction can reciprocally affect and be affected by any or all of the previously mentioned components.