1
Nursing Administration, Faculty of Nursing, Alexandria University
2
Psychiatric Nursing and Mental Health, Faculty of Nursing, Alexandria University
Abstract
Background: Professional nursing education needs assertive, self-efficacious, and job satisfied faculty members. Such capabilities can make faculty members eligible to provide quality nursing education. There is a growing concern about considering these variables that can create appropriate work environments for nursing faculty members. Objective: To assess assertiveness, level of self-efficacy and job satisfaction among faculty member, and to shedlight on the relationships between these variables s at the Faculty of Nursing, Alexandria University. Setting: the study was conducted at the Faculty of Nursing, Alexandria University. Subjects: faculty members of the Faculty of Nursing, Alexandria University, who amounted to 159 members. Tools: three tools were used; Assertiveness Scale (AS), The General Self-efficacy Scale (GSE), Woods' Faculty Job Satisfaction/ Dissatisfaction Scale, in addition to socio-academic data sheet was developed. Results: 73.6% of the faculty members were assertive with 89.3% having a high level of self-efficacy, whereas those who were satisfied with their job represented 66.0%. The findings indicated that there were significant positive correlations between assertiveness and self-efficacy (r.=0.332, p<0.001), and between self-efficacy and job satisfaction (r.=0.197, p=0.013), whereas there was nonsignificant positive correlation between assertiveness and job satisfaction (r.=0.114, p=0.153). Conclusion: most of faculty members at the Faculty of Nursing, Alexandria University were assertive, self-efficacious, and generally satisfied with their job. There were also significant positive correlations between assertiveness and self-efficacy, and between self-efficacy and job satisfaction, whereas there was no correlation between assertiveness and job satisfaction. Recommendations: Implementing developmental and educational programs are needed to maximize assertiveness skills, especially for junior faculty members. Faculty managers should consider the factors that contribute to faculty members' job satisfaction. Further researches are needed to examine those factors that could impact on the levels of assertiveness, self-efficacy and job satisfaction of nursing faculty members.
El-Bialy, G., Mousa, M., & Osman, L. (2015). Relationship between Assertiveness, Self-efficacy, and Job Satisfaction among Faculty Members at Faculty of Nursing, Alexandria University. Alexandria Scientific Nursing Journal, 15(2), 1-29.
MLA
Gehan Galal El-Bialy; Marwa Abd El-gawad Mousa; Laila Helmy Osman. "Relationship between Assertiveness, Self-efficacy, and Job Satisfaction among Faculty Members at Faculty of Nursing, Alexandria University". Alexandria Scientific Nursing Journal, 15, 2, 2015, 1-29.
HARVARD
El-Bialy, G., Mousa, M., Osman, L. (2015). 'Relationship between Assertiveness, Self-efficacy, and Job Satisfaction among Faculty Members at Faculty of Nursing, Alexandria University', Alexandria Scientific Nursing Journal, 15(2), pp. 1-29.
VANCOUVER
El-Bialy, G., Mousa, M., Osman, L. Relationship between Assertiveness, Self-efficacy, and Job Satisfaction among Faculty Members at Faculty of Nursing, Alexandria University. Alexandria Scientific Nursing Journal, 2015; 15(2): 1-29.
)
View on SCiNiTO