Institutional variables, collegial relationships, and occupational satisfaction: Testing the Conceptual Framework of Faculty Job Satisfaction among counselor educators

Occupational satisfaction is the extent to which individuals are fulfilled by their employment. The Conceptual Framework of Faculty Job Satisfaction (Hagedorn, 2000) describes how aspects of work impact occupational satisfaction, yet researchers have not previously used this model with counselor educators. This study investigated the applicability of the model, as well as the impact of institutional and interpersonal variables, on a sample of 296 counselor educators (26.86% response rate). Findings suggested the model predicted over half of the variance in occupational satisfaction. Significant predictors of satisfaction included work itself, responsibility, recognition, salary, collegial relationships, administration, and climate. Counselor educator occupational satisfaction was also predicted by relational variables, including involvement in a mentoring relationship, satisfaction with colleagues, and satisfaction with the department chair. Individuals involved in a mentoring relationship reported a more positive departmental climate and greater scholarship engagement than peers without a mentor or mentee. Findings suggested no difference in occupational satisfaction based on CACREP accreditation status or union status and a slight difference based on teaching method. Implications for future training and research are discussed.