“Job satisfaction among academic employees in institutions of higher learning”

The factors affecting job satisfaction of academic employees, with specific reference to the National University of Lesotho (NUL) were analysed. Understanding the factors that affect academic performance is pivotal for satisfactory levels of performance by higher education institutions. Satisfactory working conditions at universities like NUL can provide the impetus to attract well qualified academics. Six areas pertaining to working conditions, relationship with colleagues, access to resources, job security, recognition and advancement were focused on analyzing job satisfaction among academic employees at the National University of Lesotho. A concurrent approach of both quan- titative and qualitative techniques was used. The target population of 156 respondents completed a 5-point Likert scale questionnaire. Quantitative data were analyzed using SPSS, version 22.0, while thematic analysis was used to analyse qualitative data. The findings of the study highlighted salaries as a factor influencing job satisfaction. Further, insufficient financial resources to support teaching, learning and research at the NUL impacted job satisfaction. Over and above dissatisfaction with benefits, allowances, lack of equipment, as well as poor institutional management, there was collegiality with heads of departments, working as a team. The findings are valuable to university administrators and academics to consider for improving job satisfaction among employees. ensure that they are able to attract and retain an effective and committed workforce. This is largely dependent on quality of teaching and learning, Further, staff retention is influenced by not only experience and expertise, but also by attractive remuneration and benefits for academic staff. This not only boosts the morale of academics, but also enhances their performance, a driver for enhanced academic performance 2006). It can be contend-ed that the overall performance of a university depends on academics and ultimately their level of commitment and job satisfaction. Therefore, at the National University of Lesotho, job satisfaction is a crucial consider-ation if management is serious about performance and productivity of academic employees to ensure quality teaching and learning.


INTRODUCTION
Higher education has become a vital instrument used by national initiatives to bolster innovation and performance across academic sectors (Bloom, Canning, & Chan, 2006, p. 1). Providing quality education in teaching and learning has become a critical role of higher education institutions. In African countries like Lesotho, universities have become the key drivers for enhancing education, thus empowering African academics to also play an active role in the global community of scholars (Bloom et al., 2006). Institutions of higher education must ensure that they are able to attract and retain an effective and committed workforce. This is largely dependent on quality of teaching and learning, Further, staff retention is influenced by not only experience and expertise, but also by attractive remuneration and benefits for academic staff. This not only boosts the morale of academics, but also enhances their performance, a driver for enhanced academic performance (Bloom et al., 2006). It can be contended that the overall performance of a university depends on academics and ultimately their level of commitment and job satisfaction. Therefore, at the National University of Lesotho, job satisfaction is a crucial consideration if management is serious about performance and productivity of academic employees to ensure quality teaching and learning.

PROBLEM STATEMENT
Higher education institutions in Africa face obstacles in providing quality education, research and service, which is needed for growth and development (Mothman, 2009). Lesotho recognises education as a fundamental driver of development in the country. Education ensures the availability of highly skilled manpower to alleviate poverty and promote economic growth. Issues such as low salaries, lack of promotion and lack of fringe benefits have been cited by public educational institutions as some of the challenges facing employees, especially within the Lesotho higher education context. This has impeded the quality of higher education through well-programmed and structured curriculum improvements, as well as the improvement of management efficiency and effectiveness in higher learning institutions (Mashau, Steyn, Van der Walt, & Wolhuster, 2008).

AIM OF THE STUDY
The aim of this study was to investigate the factors affecting job satisfaction of academic employees at the National University of Lesotho. The aim of the study was explored by focussing on the following objectives: • to investigate the external factors influencing job satisfaction of academic staff; • to investigate the internal factors influencing academics' job satisfaction; • to identify strategies that promote job satisfaction among academics.

LITERATURE REVIEW
The role of national educational systems and how academics function within these systems should be clearly understood by administrators and managers of higher education institutions, since universities can be regarded as one of the most important institutions within a country that contributes to growth and development (Khalid, 2012). Academic attributes in higher education vary greatly in terms of gender, age, level of ed-ucation, as well as the type of institution worked for. Therefore, management within higher education institutions should have the understanding, knowledge, and experience regarding not only academic attributes prevalent within their institutions, but also the expectations and conditions of service of academic staff ( Many authors argue that job dissatisfaction is related to both internal and external factors. According to Ololube (2010), a strong predictor of job dissatisfaction is inequitable treatment of employees. This can be considered as one of the drivers of employees seeking employment elsewhere, as inequities is frequently aligned to unfairness in the work environment (Adekola, 2012). According to Subramanian and Saravanan (2012), job satisfaction or dissatisfaction is a continuing area of interest, with research generally alluding to satisfied workers being more productive and likely to be retained within the organization for long, whereas dissatisfied workers will be less productive and more inclined to resign.
An understanding of academic practice is integral for enhancing the quality of education and subsequently producing competent graduates (Du Toit, 2014). According to Noordin (2009), without the expertise of academic staff, successful educational programmes will cease to exist. Commitment, effort, involvement and academic professionalism are core competencies required for successful academic practice. Arguably, it is incumbent on university management to provide a conducive university climate that reinforces job satisfaction among academics.
In essence, job satisfaction remains a crucial human resource dimension that needs organisational support, if optimal employee performance is the ultimate target underpinning overall success (Tennant, Mcmullen, & Kaczynsk, 2010). Eyupolgu and Saner (2009) support this view, contending that a positive university climate does not only increase job satisfaction among academic staff, but also the overall productivity of the organization.

RESEARCH METHODOLOGY
A mixed method approach was used, encompassing quantitative and qualitative data analysis to investigate job satisfaction among academic staff at NUL. The case approach was used to provide an in depth understanding of phenomena, as NUL is the only public high education institution in Lesotho.

Research instrument (MSQ)
The MSQ questionnaire was used to measure the extent to which participants were satisfied with their current jobs. Aspects relating to working conditions, relationship with colleagues, security, recognition, advancement and access to resources were included in the research instrument. The rationale for using the MSQ as a survey instrument was based on the fact that it covers 20 facets, focusing on more specific scales pertaining to job satisfaction. Further, in a research study by Toker (2011), which used the MSQ to investigate job satisfaction of academic employ-ees at the University of Turkey, it was argued that the survey instrument covered both extrinsic and intrinsic factors relating to satisfaction. For example, extrinsic satisfaction focused on aspects of work that have minimal to do with the work itself, such as pay. Conversely, intrinsic satisfaction drew on aspects relating to the actual nature of the job, like determining peoples feelings about the work they do. Therefore, the MSQ was a preferable research instrument, as it enabled the researcher to identify both intrinsic and extrinsic aspects contributing to job satisfaction among academics. Table 1 illustrates the 5 areas addressing job satisfaction that were covered in the survey instruments.

Target population
The total number of staff employed at NUL is 780, which includes both academic and non-academic staff. However, this study focused only on academic staff, which comprised of 162 females and 212 males, constituting a population of 374 academics employed in seven faculties.

Sample method
Using a probability sampling technique, the researcher identified specific strata's (departments) by means of stratified random sampling, whereby only two departments were selected per faculty,  with the exception of the Faculty of Humanities, from which four departments were selected. This sampling technique was used, because the researcher was able to obtain estimates of each stratum (department), in addition to the population sample.

Sample size
The sampling frame was constructed from a list of lecturers, obtained from the selected departments, using Supercool Random Number Generator software. This software randomly picks the number, depending on the scale the researcher uses. Therefore, the sample consisted of 140 participants for the questionnaire-based survey, and 16 interviews, conducted with the HOD's of the same departments that constituted part of the stratified random sampling.

QUESTION ADMINISTRATION
Personally administered questionnaires that consisted of closed-ended questions were structured on a fivpoint Likert scale (Strongly Disagree, Disagree, Neutral, Agree, Strongly Agree). Openended interviews were also conducted with the HOD's of the departments selected that constituted part of the sample.

Analysis of research data
Once the data were collected, the information obtained was captured using the SPSS (22.0) version. The data captured were double checked in order to ensure that there were no capturing errors. Once this had been done, a number of analyses were undertaken including descriptive analysis in the form of frequencies and bivariate analysis which involved using Chi-square tests. The analyses are descriptions, relationships, comparisons, as well as predictions. The questionnaire was analyzed statistically by using SPSS and results were presented in Excel software diagrams.

Limitations
This study did not include other universities in Lesotho; therefore caution should be exercised re-garding generalization of the results. Further research needs to be done to cover other institutions of higher learning in the country.

Reliability and validity
The results were found to be very significant at between 0.75 to 0.90.

Research findings
Quantitative analysis This section provides the key findings from the conducted research.

Qualitative analysis
Heads of departments (HODs) concurred with academics that they are able to work as a team, which motivated them to continue working at NUL. In this regard, Noordin (2009, p. 122) argues that poor relationships can jeopardize university functioning. Apart from enjoying flexible working hours, HODs indicated that there is nothing satisfactory about being an HOD.
Majority indicated that low salaries was one of the major reasons for job dissatisfaction. Further, inadequate or lack of benefits and allowances, further accentuated the problem of remuneration.
There was consensus that while there are financial resources to support teaching, learning and research, academics do not have the necessary resources to support advancement. Promotions was also cited as a challenge, with respondents indicating that if benefits and remuneration of satisfactory, then promotion would not really be a problem.
Majority of respondents were dissatisfied with the overall working conditions, workloads, benefits and remuneration. They urged that if these issues were not given urgent attention, then there can be an exodus of academics or resistance.
While academics and HODs indicated satisfactory levels of communication, HODS believed that this can be strengthened through more teambuilding activities and departmental meetings.
Better working conditions was commonly cited as a reason for resigning. Since many of the employees are employed on contract, the non-renewal of their contract will force them to seek employment elsewhere. However, commitment to student interest was given as the main reason for remaining at NUL. Another reason given for continued employment at NUL was family commitments and difficulty in securing jobs elsewhere.
Most of the respondents agreed that job dissatisfaction affected effectiveness and efficiency. It was postulated that dissatisfied employees cannot perform at their optimal levels.

GENERAL DISCUSSION
The concurrent approaches highlight higher levels of job dissatisfaction than satisfaction among academics at NUL. This is reiterated by Malik, Nawab, Naeem There is also a perception of no opportunities for training and development. However, the NUL's Localization and Training Board (LTB) (2013) in-dicates that allowances are given to academics for staff development leave (SDL) on a full-time basis. This training board showed that there is almost one fellow per faculty being given the opportunity to further their studies and still receiving 100 percent of their Dependants Allowance (DA) for the first two years of study and 60 percent for the remaining years and extensions, if any. However, academics still feel that there are no opportunities for them to be promoted. This is shown by a 54.3 percent rate on their responses to this statement. While NUL's Strategic Plan alludes to expanding research capacity, the responses point to unavailable resources to support research enhancement at the university.
Research by Tizikara (1998, p. 35) highlighted some of the following causes of job dissatisfaction among employees: inadequate teaching space, insufficient instructional materials and the number of students in class. It can be concurred that good relations and team work is crucial for academic and institutional progress.
High levels of responses that hard work is not recognised and not rewarded can attribute to job dissatisfaction, as postulated by Castillo and Cano (2004, p. 26) that recognition and good relationships are important for job satisfaction qualitative.

CONCLUSION
The study has highlighted some of the critical factors affecting job satisfaction of academic employees at the NUL. This study brings new theories into perspectives with regard to managing job satisfaction among academic staff at universities. The importance of these theories is not only on the issue of managing them, but also having understanding and getting information of what motivates them to stay longer at universities.