SOCIAL INTEREST AND JOB SATISFACTION
AMONG FULL-TIME EMPLOYED NURSES
DISSERTATION
Presented to the Graduate Council of the
North Texas State University in Partial
Fulfillment of the Requirements
For the Degree of
DOCTOR OF PHILOSOPHY
By
A. Susan Nelson, B.S., M.S,
Denton, Texas
August, 1984
2 1 9
h^r
Nelson/ A. Susan., Social Interest and Job Satisfaction
Among Full-Time Employed Nurses. Doctor of Philosophy (Coun
selor Education), August, 1984, 70 pp., 18 tables, bibliography,
57 titles.
This cross-sectional survey examined the relationship
between social interest, as postulated by Alfred Adler, and
job satisfaction among full-time employed registered nurses
to determine whether social interest was related to work
attitude and whether job satisfaction was related to age,
level of education, experience, and type of position in
nursing. A random sample of 400 nurses, 100 from four
geographically representative Texas cities, was selected.
Dillman's Total Design Method was followed in the collection
of data. The questionnaires were the Job Satisfaction Index
(JSI), Social Interest Scale (SIS), and Personal Data
sheet. The responses of 303 questionnaires were analyzed
using analysis of variance (ANOVA) to determine whether job
satisfaction was related to social interest, age, experience,
education, and position. The Scheffe and Fisher LSD for
multiple comparisons were utilized to determine the specific
significant group mean differences when an overall signifi-
cant difference was found between groups. A multiple regres-
sion analysis was used to examine the impact of social
interest while controlling for the variables of age, exper-
ience, position, and education. Emphasis was on the exam-
ination of a variety of partial coefficients generated from
the multiple regression.
The mean score on the JSI indicated that nurses are
generally satisfied with their work. The ANOVA analyses
revealed significant differences between job satisfaction and
age, and job satisfaction and position. Social interest,
level of education (diploma, associate degree, or baccalau-
reate degree), and years of experience in nursing were found
to have no significant relationship to job satisfaction.
A multiple regression analysis revealed that the job satis-
faction and age correlation was spurious since the corre-
lation disappeared when controlling for the other variables.
The relationship between job satisfaction and position
continued to be significant. Position was categorized as
general staff nurse, head nurse, supervisor, administrator,
educator, and other. The positions of general staff nurse
and administrator were found to be the greatest contributors
to the significance of the position variable.
TABLE OF CONTENTS
PAGE
List of Tables iii
Introduction 1
Synthesis of Literature 3
Social Interest 3
Job Satisfaction. . . . . . 6
Hypotheses . . 1 2
Procedure 13
Subjects 13
Instrumentation 14
Data Collection 20
Results 23
Validation of Scales 27
Hypotheses Testing 31
Discussion. 42
Appendices 52
References 66
li
LIST OF TABLES
TABLE Page
1. Number and Percentage of
Responses to Questionnaire . . . . 2 3
2. Total Population, Sample,
and Useable Return Distribution
by City 24
3. Means, Standard Deviations, and
Ranges of the Age and Years of
Experience of Participants 25
4. Frequencies of Level of Education
of the Participants 26
5. Frequency Distribution of Positions
of Participants 26
6. Correlations of JSI Items with
Total Score 28
7. Correlations of SIS Items with
Total Score . 30
8. Means, Standard Deviations, and
Ranges of Scores on JSI and SIS. . . . . . . . 3 1
9. ANOVA Summary of the Relationship
Between Job Satisfaction and
Social Interest 33
10. ANOVA Summary of the Relationship
Between Job Satisfaction and
Level of Nursing Education . . . . . 34
iii
TABLE Page
11. ANOVA Summary of the Relationship
Between Job Satisfaction and
Position in Nursing 35
12. Results of Scheffe Multiple Comparison
Test for Age. 35
13. ANOVA Summary of the Relationship
Between Job Satisfaction and Age. . . . . . . 36
14. Results of Multiple Comparison
Tests for Position . . . . . . . . . 3 7
15. ANOVA Summary of the Relationship
Between Job Satisfaction and
Experience . . . . . . . . . 3 9
16. Multiple Regression Summary Showing
Simple and Combined Effects of All
Variables on Job Satisfaction .40
17. Multiple Regression Follow-up to
Position Finding 42
18. Frequencies of Social Interest
Items on SIS 48
IV
SOCIAL INTEREST AND JOB SATISFACTION
AMONG FULL-TIME EMPLOYED NURSES
One major concept of Adlerian theory is that each indi-
vidual is born with an innate capacity for the development of
social interest (Ansbacher & Ansbacher, 1956). Adler defined
social interest as an attitude toward life characterized by
interest in and unselfish concern for others. A person who
has developed social interest can be considered mentally
healthy, or one who can identify, empathize and cooperate
with others or, in Adler's words, "see with the eyes of
another, hear with the ears of another and feel with the
heart of another" (Ansbacher, 1968, p. 132). People who
lack social interest are said to be oriented to the useless
side of life (Adler, 1929).
Life's three major tasks of work, love and friendship,
as postulated by Adler, require the development of social
interest for their positive solution. These tasks character-
ize the whole of a person's life and their successful comple-
tion depends on cooperation with fellow persons (Dreikurs,
1953).
For the purpose of this study, only the life task of
work was considered. Dreikurs (1953), one of Adler's
students and the foremost proponent of Adler's theory in
America, considered work the most important of the tasks for
the maintenance of life. And to be successful in life,
2
according to Adler, demanded social interest in that a person
must enjoy working with others, make worthwhile contributions,
and find satisfying the experience of being a part of something
larger than the self (Adler, 1931). When capacity for social
interest is developed, then, individuals are capable of
working cooperatively with others for the benefit of others.
In addition, social interest creates healthy attitudes toward
the frustrations of work, decreases self-centeredness, and
prevents the individual's personal problems from assuming
exaggerated importance (Crandall, 1981). Thus, social interest
promotes satisfaction in the work aspect of a person's life
There are many indications that nurses currently may
be dissatisfied with their work. The national average
turnover rate for nurses according to the National Association
of Nurse Recruiters (1980) is 32 per cent and according to the
American Nurses' Association (1980), 40 per cent. According
to studies done by White (1980) and Neumann (1973), the major
factor effecting the turnover rate for nurses is dissatis-
faction with the work environment.
The present supply of nurses is the largest in history;
but, many licensed nurses are not active in the work force.
White (1980) attributed the continued shortage of nurses
in some geographical areas to the fact that nursing is a
troubled profession with special problems of identity and
morale. Lysaught (1980) wrote that job satisfaction is the
3
key to reversing the nurse exodus. He recommended that the
underlying causes of the nurse shortage, rather than the
surface symptoms, should be explored. Adler's theory pos-
tulates that social interest is necessary for fulfillment in
work and nurses indicate dissatisfaction with their work;
therefore, measuring the social interest of nurses and
surveying their attitude toward work seemed to be one way to
gain additional insights into understanding the current
morale problem in nursing.
Synthesis of Literature
Although social interest was purported by Adler to be a
major component of successful adjustment to the work task, no
studies were found in the literature that related social
interest and job satisfaction. This review of literature,
therefore, will deal with social interest and job satisfaction
independently. The findings of several studies have supported
a relationship between social interest and certain factors
that may be related to job satisfaction. Similarly, studies
have explored the factors associated with job satisfaction,
some of which may be characteristic of social interest.
Social Interest
Rim (1983) studied the relationship between social
interest and ethical ideology in 125 male college students
using Crandall's Social Interest Scale (SIS) and Forsyth's
4
Ethics Position Questionnaire. Rim found that the values
.preferred by high social interest subjects showed a concern
for others; and, those values preferred by subjects with low
scores on the SIS showed self-centeredness.
The relationship of social interest to locus of control
is another area that has been explored. Hjelle (1975)
examined the relationship between social interest, locus of
control and self-actualization in 72 female university under-
graduate students enrolled in psychology classes. The
results provided support for Hjelle's hypothesis that women
who evidenced high social interest were significantly more
internally controlled and significantly more self-actualized.
The findings suggested that for this group of women, one
characteristic of social interest, that of a cooperative
empathic attitude toward others, was indeed valid.
The findings of another study (Stevich, Dixon,
Willingham, & Welborn, 1980) were consistent with Hjelle's
findings that persons with high internal locus of control had
significantly greater social interest as measured by the
Social Interest Index. The data were collected from 100
female and 25 male undergraduate students. These findings
suggested that this relationship between social interest and
locus of control may exist in both men and women.
Kaplan (1978) based his research on the relationship
of social interest to cooperative behavior on the premise
5
that an individual1s social interest is demonstrated most
outstandingly by the manner in which the person copes with
the life tasks of work/ love and friendship. All three of
these life tasks, according to Adler, require for their
favorable solution, an ability to cooperate (Ansbacher &
Ansbacher, 1964). Kaplan's data, gathered from 290 high
school students, using Crandall's Social Interest Scale
revealed that high social interest subjects cooperated
significantly more often than did low social interest
subjects. The findings provided support for the positive
relationship between social interest and cooperation as
suggested by Adlerian theory (Kaplan, 1978).
Zarski, Sweeney & Barcikowski (1977) studied the rela-
tionship between social interest and counselor effectiveness.
Eight experienced counselors did short-term counseling (three
to five sessions) with 99 volunteer clients. Using the
Early Recollections Questionnaire to measure counselor
effectiveness, the results of the study showed that a linear
relationship existed between social interest and counseling.
In looking for a personality characteristic that affects
a person's capacity to find satisfaction in life, Crandall
and Putman (1980) studied the relationship between social
interest and psychological well-being. Ninety-three adult
university employees responded to the Social Interest Scale
and several measures of psychological well-being. The results
6
showed social interest was positively correlated with 38
measures of well-being (p <.05). The data also provided
support for the contention that the life tasks of work and
friendship were positively related to life satisfaction.
The findings of these studies support the concept that
social interest is positively associated with factors such as
concern for others, an internal locus of control, cooperation,
psychological well-being, and effectiveness in work, but
research that addressed factors associated with social
interest and job satisfaction per se was not found. Further
testing of Adler's hypothesis regarding the importance of
social interest in successful adjustment to the life task of
work seemed warranted. This study examined social interest
and its relationship to job satisfaction among nurses.
Job Satisfaction
Various studies have focused on job satisfaction for
nurses and have indicated that nurses have difficulty coping
with their work. According to Slavitt, Stamps, Piedmont and
Haase (1978), nurses have been the group in the health field
most frequently studied on the topic of job satisfaction.
Studies of nurses have examined the relationship of job sat-
isfaction to educational level, type of position in nursing,
locus of control, age, and turnover rate in nursing.
Hontano (1974) surveyed 1,998 employed nurses and found
a significant relationship between professional commitment
7
and satisfaction with the nursing occupation. Those persons
with a high degree of commitment to nursing were also very
satisfied with nursing as a career.
Bateman and Strasser (1984) tested the relationship
between job satisfaction and commitment. A total of 374
nursing employees responded to a questionnaire measuring 13
different variables. Using a multiple regression analysis,
job satisfaction was found to be a significant predictor of
commitment (p <.05).
Godfrey (1978a)' reported the responses of 17,000 nurses
to a Probe questionnaire on job satisfaction. Although 91
per cent of the respondents believed that nursing is a good
profession, they expressed dissatisfaction with their work,
and attributed their dissatisfaction to a lack of appreci-
ation for their efforts, poor communication within the health
care t£am, and conflict with doctors and administrators.
Some studies of nurses' job satisfaction have used a
framework proposed by Herzberg (1959), who conducted a series
of work related interviews with 200 accountants and engineers
and found that only elements within the actual work itself
could generate job satisfaction. These intrinsic elements
were called satisfiers, and included dimensions such as
achievement, recognition, responsibility, and advancement.
Conversely, elements extrinsic to the work itself such as
wages, policy, supervision, and working conditions, were
8
called dissatisfiers, and gave rise to job dissatisfaction.
Satisfiers and dissatisfiers were considered independent,
that is, a satisfier could not evoke dissatisfaction, nor
could a dissatisfier be a source of job satisfaction.
Studies related to nurses using the Herzberg model were
conducted with the intent to prove, disprove, clarify,
amplify or modify this two-factor theory of job satisfaction.
The results of a study by Coletta (1981) supported Herzberg's
dual-factor theory. Ten registered nurses were interviewed
and identified achievement, recognition, and work as factors
contributing to job satisfaction. Supervision, interpersonal
relations and working conditions were identified as factors
leading to job dissatisfaction.
A second study that supported Herzberg's dual-factor
theory was conducted by Donahue (1979) to compare nursing
faculty with liberal arts faculty on the factors that influ-
enced job satisfaction and dissatisfaction. The extrinsic
factors, or dissatisfiers, for both groups, 124 liberal arts
faculty and 179 nursing faculty, were management policies and
supervision. Satisfiers for both were work itself and use of
best abilities. In addition, relations with co-workers,
challenging assignments, and responsibility contributed to
job satisfaction for the nursing faculty.
The findings of Everly and Falcione (1976) did not
support Herzberg"s intrinsic/extrinsic dichotomy when applied
9
to nurses. The results of this survey of 144 registered
nurses revealed that the most important factors related to
job satisfaction of nurses were the interpersonal relation-
ships of colleagues, satisfaction gained from the work
itself? and opportunities for advancement, pay, and employee
benefits. Dimensions of job satisfaction were found to be
both intrinsic and extrinsic elements.
Munro (1983) investigated the job satisfaction of 329
employed registered nurses who were recent graduates of
nursing programs to test the validity of Herzberg's theory.
Support was given to Herzberg's theory in regard to the
satisfiers of achievement, work itself, responsibility,
advancement, and growth; however, the validity of super-
vision, working conditions, status, and security as dissat-
isfiers was not established. Munro also found that graduates
of diploma, associate, and baccalaureate degree programs did
not differ,in regard to job satisfaction.
The relationship between locus of control, level of
education and job satisfaction for nurses also has been
examined using Rotter's Locus of Control Scale to measure
locus of control and the Job Descriptive Index to measure
job satisfaction. Singh (1978) studied locus of control of
nurses employed in hospitals, community nursing agencies, and
schools of nursing. His results suggested there was greater
job satisfaction for persons who showed internal locus of
10
control. In addition, those nurses with master's degrees
were more satisfied with their jobs than nurses with less
educational preparation. Similar results were obtained by
Walek (1979) who found that the 268 registered nurses in his
sample who demonstrated internal locus of control on the
Rotter scale had higher job satisfaction than those nurses
who had an external locus of control.
Age has frequently been found to be related to job
satisfaction. In particular, younger persons have been found
to be less satisfied than older persons. In Campbell's
survey (1979) of nurse educators in baccalaureate nursing
programs, he found that younger faculty members in nursing
were less satisfied with their jobs than were older faculty
members. Braito and Caston (1983) in their job satisfaction
survey of 719 hospital nurses found age to be a significant
positive variable related to job satisfaction, in that,
satisfaction tended to increase with age. In addition, Braito
and Caston found an inverse relationship between level of
education and job satisfaction, significant at the .05 level,
and no relationship between position and age.
In regard to type of position and level of education,
Maceachron (1975) reported that nurses at higher level
positions were more satisfied with their work than were
nurses at lower level positions. Similarly, Godfrey (1978b)
found that as managment responsibility increased for nurses,
11
so did job satisfaction. Head nurses and those nurses
in higher administrative positions generally had a higher job
satisfaction percentage than general staff nurses. The most
satisfied nurses were the nurse practitioners, nurses with
specialized education beyond their basic nursing program.
Bullough (1974) in his study of 17 pediatric nurse
practitioners, 18 extended role nurses, and 38 registered
nurses, supported this premise that the nurse practitioner
role was a source of increased job satisfaction. The pedi-
atric nurse practitioners rated themselves highest both in
intrinsic and overall job satisfaction.
Goff (1973) explored job satisfaction among United
States Air Force nurses to determine if the image of nursing
and job satisfaction were related to type of nursing educa-
tion and length of time in service. Surveying 800 female and
75 male nurses using the Image of Nursing Questionnaire,
the Bullock Job Satisfaction Scale, and a "Personal Data
Questionnaire", the major findings were that diploma and bac-
calaureate graduate nurses serving beyond two years of duty
had a higher level of job satisfaction than diploma and bac-
calaureate graduate nurses serving in their first two year
tour of duty. Goff's findings suggested that the type of
nursing education was not related to the degree of job satis-
faction. In addition, Goff concluded that job satisfaction
increases with years of nursing experience.
12
Overall, studies have shown that nurses liked the career
of nursing, but were dissatisfied with aspects of the work
environment. Factors found to contribute to job dissatis-
faction among nurses were lack of appreciation, poor commun-
ication, conflict with doctors and administrators, lack of
supervisory support, and working conditions. Studies vali-
dating Herzberg's theory resulted in mixed findings. In two
of the four studies cited, the dual-factor theory did not hold
true for nurses in that factors contributing to satisfaction
and dissatisfaction were not confined to the intrinsic and
extrinsic categories respectively. In general, job satis-
faction of nurses was found to be influenced by locus of
control, position, age, level of education, commitment, and
experience.
In light of the findings that nurses are dissatisfied
with aspects of their work and in view of Adler's hypothesis
that social interest influences work attitude, this study
investigated the relationship between social interest and job
satisfaction among full-time employed registered nurses.
This study also examined the relationship of age, level of
nursing education, type of position in nursing, and years of
nursing experience to job satisfaction of nurses.
Hypotheses
To carry out the purposes of this study, the following
hypotheses were tested.
13
1. There will be a significant positive relation between
social interest and job satisfaction among full-time
employed registered nurses.
2. There will be a significant difference between the
job satisfaction of graduates of diploma and associate
degree nursing programs and the job satisfaction of
graduates of baccalaureate nursing programs.
3. There will be a significant difference between
the job satisfaction of general staff nurses and the
job satisfaction of nurses in specialized positions.
4. There will be a significant positive relation
between job satisfaction and the independent variable
of age.
5. There will be a significant positive relation
between job satisfaction and the independent variable
of experience.
6. The relationship between social interest and job
satisfaction will be significantly affected by the
independent variables of level of education, position
in nursing, age, and years of nursing experience.
Procedures
Sub jects
The subjects for this study were 400 nurses currently
licensed as registered nurses by the Texas State Board of
Nurse Examiners in Austin, Texas, who resided in four
14
selected Texas cities. The sample was geographically rep-
resentative of the state in that the state was divided into
four quadrants and a city with a population range of 150,000
to 350/000 (Appendix A) was selected from each quadrant.
Corpus Christi, El Paso, Lubbock and Arlington were the
four cities selected. A list of registered nurses employed
full-time in these cities was purchased from the State Board
of Nurse Examiners. A random sample of 400 nurses, 100 from
each of the four cities was selected by a computer-generated
sequence of random numbers.
Instrumentation
Permission was received from J.E. Crandall to use his
Social Interest Scale (SIS) (1981) to measure the nurse's
social interest (Appendix 3). The SIS is a short, self-
administered measure that was designed for group research
rather than individual diagnosis. The instrument contains
24 pairs of traits, one trait in each pair being related to
social interest (Appendix C). The subjects are asked to
make choices as to which of the two traits in each pair they
would rather possess and indicate their choice with a 1 or 2.
Of the 24 pairs of traits, 9 are "buffer" pairs that are not
scored. Scores consist of the number of social interest
traits an individual chooses and may range from 0 to 15, 15
indicating high social interest. The scale has been
referred to by Crandall (1981) when administered to subjects
15
a s t h e Personal Trait Value Scale, and was referred to by
that name for the purpose of this study.
Crandall (1975) used four sample groups to establish
reliability on the SIS. Two groups consisted of volunteers
from college introductory psychology classes, a third group
from high school psychology classes, and a fourth group from
upper division psychology courses. The split-half reliability
for the first three groups, using the Spearman-Brown formula,
was .77 (Crandall, 1975). Test-retest reliability over a five
week period involving the fourth group, was .82 (N= 37).
Although the test is quite short, its reliability appears
adequate for a research instrument (Nunnally, 1978).
The scale has been validated against a variety of
criteria reflecting the essential meaning of social interest.
SIS scores were found to be positively associated with
with empathy, cooperation and altruistic behavior (Crandall &
Harris, 1976), negatively related to hostility (Crandall,
1975), and negatively related to anti—social or criminal
behavior (Crandall & Reimanis, 1976).
Anti-social or criminal behavior was often mentioned
by Adler as being related to a lack of social interest
(Ansbacher & Ansbacher, 1956). The mean SIS scores of prison
inmates and those mean scores of two comparison groups showed
that inmates scored significantly lower on social interest
than comparison group one, t(66) = 2.52, p= <.02, or group
16
two, t(132) = 3,21, p <.005 (Crandall & Reimanis, 1976).
SIS scores compared with cooperative behavior scores
showed a slight positive correlation; r= .32, p <.01 (Crandall
& Harris, 1976). Studying altruism or willingness to devote
time to helping others, volunteers had significantly higher
SIS scores than did persons not willing to volunteer: t(22)
= 2.21, p= <.05 (Crandall & Harris, 1976).
Adler (1929) indicated in his definition of social
interest that empathy was a major component. He frequently
made references to the quotation "to see with the eyes of
another, to hear with the ears of another, to feel with the
heart of another" (Ansbacher.& Ansbacher, 1956). In
comparing SIS scores with scores on a measure of empathy,
Crandall and Harris (1976) found a significantly positive
correlation: r= .40, p= <.005. Borg & Gall (1979) indicated
that a correlation this low may have little value in prediction.
To continue validation studies Crandall (1975) sampled
46 college students to ascertain the correlation of the SIS
with the hostility, anxiety, and depression scales of the
Multiple Affect Adjective Check List (Zuckerman & Lubin,
1965) which has separate scales for each trait. Crandall
hypothesized that social interest should correlate negatively
with hostility, anxiety, and, depression. The correlations
were in the expected direction, but were significant only for
hostility and depression.
17
Tests of discriminate validity showed the relative
invulnerability of the scale to faking and its lack of rela-
tionship to desire for acceptance (Crandall, 1981). Seventy
persons were given the SIS under normal conditions and
"faking good" sets of instructions. The mean scores were 9.11
for normal response and 8.85 for "faking good" response:
t(72) = .48, p= >.60. These results provided strong evidence
that the SIS is not influenced by attempts to respond in a
socially desirable way.
In regard to high scores on the SIS reflecting a
person's desire to be accepted by others, Crandall (1981)
included in the SIS scale two buffer items—"Responsible-
Likeable" and "Popular-Conscientious." Crandall assumed that
Likeable and Popular were more associated with a desire for
acceptance and Responsible and Conscientious with social
interest. The scale was administered to 413 subjects and the
results indicated that high scores on the SIS were not the
result of describing one's self in a favorable manner. The
correlation of SIS scores with frequency of choosing Likeable
and Popular was -.14, p= <.01. Although the correlation was
small, the significant negative correlation indicated that
high scores did not reflect a desire to be liked or accepted
by others.
An attitude survey is the most frequently used technique
for assessing job satisfaction (Barbash, 1976). Thus, the
18
Job Satisfaction Index (JSI) (Brayfield & Rothe, 1951) was
used in this study to measure job satisfaction of nurses.
Permission was granted by A.H. Brayfield to use the instru-
ment (Appendix D) The Brayfield and Rothe index was
selected because it is designed to measure overall or general
job satisfaction, making it applicable to a variety of different
job situations. The instrument consists of 18 items and
uses a combination of Thurston and Likert scaling methods
(Appendix E). Each item is measured on a five point scale
ranging from five for strongly agree to one for strongly
disagree. Some items are stated in the negative and some in
the positive. For example, agreeing with item 1, "My job is
like a hobby to me", which is a positive item, indicates job
satisfaction. Agreeing with a negative item such as item 4,
"I consider my job rather unpleasant", indicates job dissat-
isfaction. The reason for this scoring is to avoid the
acquescence bias by balancing the items. In scoring, a large
total score represents job satisfaction, therefore, the scoring
on all negatively stated items is reversed. Scores range
from 0 to 90 with the neutral point of the scale being 54
(Brayfield & Rothe, 1951). Below 54 represents the dissat-
isfied end of the scale and above 54 the satisfied end. The
instrument is self-administered in about 10 minutes.
To establish reliability, Brayfield and Rothe (1951)
administered the scale to 231 female office employees in a
19
variety of different positions. Each subject had completed
12 years of schooling, had been working at her particular job
for one year or more, and had been working for the company
for an average of one and three-fourth years. The scores
ranged from 35 to 87 with a mean score of 63.8 and a SD of 9.4.
The odd-even product moment reliability coefficient for this
sample was .77, corrected by the Spearman Brown formula to
.87 (Brayfield & Rothe, 1951).
The JSI was also correlated with an outside criterion.
The instrument was administered to 91 persons enrolled in a
personnel psychology course. Brayfield and Rothe (1951) assumed
that persons who were in personnel work were expressing that
interest by taking the personnel psychology course. The
group was divided into those persons having positions in
personnel and those persons having non-personnel positions.
A significant difference was found on scores between the two
groups. The mean for the personnel group was 76.9 with a SD
of 8.6 as compared to a mean of 65.4 with a SD of 14.02 for
the nonpersonnel group. The difference between the means was
found to be significant at the .05 level (Brayfield & Rothe, 1951).
The JSI was also compared to a second measure of general
job satisfaction, the Hoppock Blank. The score of 40
employed adults who completed both instruments yielded a
product moment correlation between the two scores of .92.
Even though these two instruments were developed by different
20
methods, they gave results that were highly correlated
(Brayfield & Well, 1957).
The Personal Data form used in this study was designed
by the researcher (Appendix F). The form was used to collect
demographic information regarding age, educational preparation,
type of position in nursing, and years of experience in
nursing.
Position in nursing was defined for this study as
general staff nursing, those positions requiring nurses to
work regular shifts and for which no additional preparation
beyond the RN was necessary; or specialized nursing, those
positions requiring special education or training beyond that
required to function as a registered, general staff nurse.
Educational preparation was categorized as diploma or asso-
ciate degree which represented basic nursing education or
minimum preparation required to practice as a registered
nurse or, baccalaureate degree which represented the profes-
sional level of nursing or completion of a four year nursing
program in a college or university that granted a baccalau-
reate degree in nursing.
Data Collection
The research design used in this study was a cross-
sectional survey exploring the relationship between social
interest and job satisfaction among nurses (Borg & Gall,
1979). From 3555 names of nurses employed in four cities
21
representing four geographical areas, a random sample of 400,
100 from each city, was drawn by a computer-generated
sequence of random numbers.
In the administration of the survey, Dillman's Total
Design Method (TDM) (1978) was followed in the collection of
data. To maximize survey response, the plan developed by
Dillman emphasizes a design that will minimize the costs of
responding, maximize the rewards for responding, and
establish trust that the rewards will be delivered.
To reduce the costs of responding, questionnaires
were selected that were clear, concise and did not require a
great deal of physical or mental effort. An attractive
layout was designed for the questionnaire and demographic
sheet. Stamped return envelopes accompanied each ques-
tionnaire. Permission was granted to use the letterhead
stationary of the university where the researcher is employed.
To make each respondent feel positively regarded, an
initial letter (N= 400) was sent on January 16th (Appendix
G), communicating that each person was a part of a carefully
selected sample and that the individual's reponse was im-
portant to the success of the study. Each letter was indi-
vidually typed on a word processor with original signature and
salutation. First class postage was used. The second letter,
mailed one week later (N= 400), contained the personal data
sheet, the questionnaire, and a cover letter communicating an
22
explanation of the study/ the benefit of the study to nursing,
and the importance of the person's participation (Appendix H).
To avoid putting any identifying information on the question-
naire and to protect anonymity, a reply card was enclosed to
identify those persons who responded. Participants also
checked a box on this card if they wanted an abstract of the
study (Appendix I).
Two weeks following the mailing of the questionnaire, a
postcard follow-up was sent to all persons who had been sent
the survey (N= 400). The postcard had two purposes: to
thank persons who had already responded, and to encourage
nonrespondents to return the questionnaire (Appendix J). The
postcards were preprinted, individually addressed, and indi-
vidually signed (Appendix J). Two weeks following the post-
card, a second appeal was repeated to all nonrespondents
(N= 135) (Appendix K) accompanied by a second questionnaire
and a return envelope. At the time of this second appeal,
265 questionnaires had been returned.
Two weeks following the second appeal, a third question-
naire was sent by certified mail to those who had not replied
(N= 112) (Appendix L). The effectiveness of the certified
mailout was reported by Dillman (1978) in five statewide
surveys where response rate was raised from 59 per cent to
76 per cent. For this survey, the certified mail raised the
response rate from 72 per cent (N= 289) to 81.7 per cent (N=327).
23
Results
The results of this study were based on the responses
to 303 useable questionnaires of the 327 that were returned.
Table 1 summarizes the number and percentage of responses.
Table 1
Number and Percentage of Responses to Questionnaire
Item n %
Questionnaires mailed 400 100.0
Nonuseable return:
No forwarding address 14 3.5
Moved out of state 2 .5
Retired or unemployed 8 2.0
Useable Return 303 75.7
Total Return 327 00
•
No response 73 18.3
The 75.7 per cent return is considered very good in that
it provides sufficient data for analysis (Babbie, 1973).
Dillman (1978) reported an average response rate of 74 per
cent for 48 surveys in which the Total Design Method was used.
The geographical representativeness of the sample was
examined. A total sample distribution of responses is summa-
rized in Table 2.
Table 2
Total Population, Sample, and Useable Return
Distribution by City
24
No. % of % Ret. % Use
Nurses Total No. Total No. Total City in Pop. Pop. Ret. n Use n
Arlington 783 22 83 20.7 78 19.5
Corpus Christi 739 21 83 20.7 76 19.0
El Paso 1280 36 79 19.8 73 18.2
Lubbock 753 21 82 20.5 76 19.0
Totals 3555 100 327 81.7 303 75.7
El Paso had a higher percentage of nurses in the total
population from which the sample was drawn than did the cities
of Arlington, Corpus Christi, and Lubbock. However, no effort
was made in this study to compare cities. The sample was
intended to be a geographical representation using cities with
a range of population from 150,000 to 350,000. Geographically,
the percentage of return was evenly distributed.
The characteristics of the respondents were analyzed
using frequencies. The means, standard deviations, and
ranges of the age and years of experience of the respondents
are summarized in Table 3.
25
Table 3
Means, Standard Deviations, and Ranges of the Age and
Years of Experience of Participants (N= 301)
Variable Mean SD Range
Age 39. 31 10.87 22 to 68
Years Experience 14. 40 9.83 0 to 45
In regard to years of experience, 0 years indicated less than
a year.
The level of education of the participants was desig-
nated as diploma, associate degree, or baccalaureate degree.
These categories represented the type of nursing program from
which the participants graduated. The diploma program is a
three year hospital—based program, the associate degree is a
two year community college program, and the baccalaureate
degree is a four year university program. Diploma and asso-
ciate degree nurses represent basic nursing education and the
baccalaureate degree, the professional level of nursing edu-
cation. The frequencies of level of education of the partic-
ipants are presented in Table 4. Baccalaureate nurses were
in greater numbers than associate degree nurses, however, the
basic level of nursing was represented 43.7 per cent more
than the baccalaureate level.
26
Table 4
Frequencies of Level of Education of the Participants
Absolute Adjusted Cumulative Level of Education Freq. Freq. Freq.
% %
Diploma 137 45.5 45.5
Associate 79 26.3 71.8
Baccalaureate 85 28.2 100.0
The positions of participants are summarized in Table 5
Table 5
Frequency Distribution of Positions of Participants
Absolute Adjusted Cumulative Position Freq. Freq. % Freq. %
General Staff 123 40.9 40.9
Specialized:
Head Nurse 41 13.6 54.5
Supervisor 32 10.6 65.1
Administrator 25 8.3 73.4
Educator 14 4.7 78.1
Other 66 21.9 100.0
Specialized Total 178 59.1 100.0
27
The types of positions in which the participants were
employed consisted of general staff nurse and the specialized
positions of head nurse, supervisor, administrator, educator,
and other. The other designation was a category of specialized
positions other than those designated.
Validation of Scales
Before testing the hypotheses, a validation of scales
was performed. The first internal validity check was done on
the Job Satisfaction Index (JSI), the instrument used to
measure the dependent variable. The internal validity of the
scale was tested by correlating each item with the total score
(Babbie, 1973; Borg & Gall, 1979). If each of these items
measures the dimension of job satisfaction, responses to the
items should be correlated. Correlations of each item with
the total score are summarized in Table. 6.
The r on items 1, 3, 5, and 10 are lower than the r on
the other items. According to Babbie (1973) items with a
high correlation, provide the best indicators of the variable
being measured. The results presented in Table 7 support the
validity of the JSI. Although some items may be weaker than
others in their ability to measure job satisfaction, the r
for each item is significant at the .001 level.
The scores on the items indicated that in general the
participants were satisfied with their work. A score of 3
indicated a neutral response, and higher scores indicated
positive job satisfaction.
28
Table 6
Correlations of JSI Items with Total Score
Item Mean SD r P
1. Job is like a hobby 2. 73 1 .28 .49 < .001
2. Job keeps me from boredom 4. 19 0 .82 .71 < .001
3. Friends more interested 3. 75 0 .89 .31 < .001
4. My job is unpleasant 4. 10 0 .97 .74 < .001
5. Enjoy work more than leisure 2. 15 0 .86 .47 < .001
6. I am often bored with work 4. 04 0 .88 .68 < .001
7. Feel well satisfied with job 3. 83 1 .01 .78 < .001
8. Force myself to go to work 3. 91 0 .94 .79 < .001
9. Satisfied with job for now 3. 88 0 .87 .61 < .001
10. Job more interesting /others 3. 65 1 .00 .24 < .001
11. Definitely dislike work 4. 39 0 .85 .77 < .001
12. Happier than other people 3. 69 0 .94 .72 < .001
13. Most days am enthusiastic 3. 88 0 .85 .76 < .001
14. Each day am enthusiastic 3. 12 1 .02 .69 < .001
15. Like job more than average 3. 69 0 .84 .74 < .001
16. Job pretty uninteresting 4. 19 0 .83 .60 < .001
17. Find real enjoyment in work 3. 91 0 .90 .82 < .001
18. Disappointed I took job 4. 30 0 .91 .77 < .001
29
All except two items had a mean greater than 3, revealing
scores in the direction of job satisfaction.
The internal validity of the Social Interest Scale
(SIS) was also checked to determine if each item correlated
with the total score. For each word indicative of social
interest that was chosen, a score of 1 was given for that
item. The l's were added to obtain the total score. Table
7 reports the correlation of each item on the SIS to the
total score. Overall/ the correlation coefficients are lower
than those for the items on the JSI, the lower correlations
indicating a weaker ability to contribute to the variable
being measured. However, the results in Table 7 indicate
that the scale is valid since the r on each item was signi-
ficant at the .001 level. Mean scores greater than .50
indicate a score in the direction of social interest. iMean
scores on four of the items are below the .50 level.
Cronbach (1949) reported that sometimes items with low
correlations were dropped; however, he explained that dropping
items reduced content validity and the test lost its repre-
sentativeness. He suggested that items with low correlations
be rewritten rather than eliminated. In regard to the
meaning of the coefficients, Cronbach (1949) explained that
even an item with an r of 0.20 could make an appreciable
contribution to the dimension being measured. What a corre-
lation should be, he described as a highly subjective judgment.
30
Table 7
Correlations of SIS Items with Total Score
Item Mean SD r p
1. Quick-witted/Helpful 0.75 0.43 .34 <.001
2. Neat/Sympathetic 0.76 0.43 .26 <.001
3. Intelligent/Considerate 0.58 0.50 .53 <.001
4. Original,/Respectful 0.61 0.49 .40 <.001
5. Individual/Generous 0.61 0.49 .34 <.001
6. Capable/Tolerant 0.23 0.42 .23
7. Wise/Trustworthy 0.81 0.40 .29
<.001
<.001
8. Gentle/Forgiving 0.54 0.50 .23 <.001
9. Efficent/Respectful 0.36 0.48 .35 <.001
10. Alert/Cooperative 0.39 0.49 .31 <.001
11. Imaginative/Helpful 0.64 0.48 .49 <.001
12. Realistic/Moral 0.38 0.49 .26 <.001
13. Wise/Considerate 0.67 0.47 .36 <.001
14. Individual/Sympathetic 0.63 0.48 .48 <.001
15. Ambitious/Patient 0.81 0.40 .34 <.001
The means, standard deviations/ and ranges of scores
obtained by the participants on the two validated scales are
presented in Table 8. Brayfield and Rothe (1951) reported
the neutral point on the JSI as 54, below 54 represented the
31
dissatisfied end of the scale and above 54, the satisfied
end. The mean score of 67.3 for the participants in this
study indicated satisfaction with their work.
Table 8
Means, Standard Deviations, and Ranges of Scores
on JSI and SIS
Measure Mean SD Range
Job Satisfaction Index 67.30 10.76 22 to 87
Social Interest Scale 8.77 2.81 1 to 15
The mean score on the SIS was 8.77. Crandall (1981)
reported a mean score of 8.92 on 327 adult university-
employees with a mean age of this group as 36. The mean age
of the participants in this study was 39.3, thus, the results
in this study approached Crandall's norms.
Hypotheses Testing
Hypotheses 1 through 5 were tested by a one-way analysis
of variance (ANOVA). The ANOVA assumes that scores in each
of the groups are homogeneous in variance. When groups are
not egual in number, this assumption must be tested (Huck,
Cormier, S. Bounds, 1974). A test of homogeneity using
Cochran's C was performed before testing each hypothesis.
32
When heterogeneity was found, the raw data were transformed by
a square root transformation and the transformed scores were
used in the ANOVA (Huck, Cormier & Bounds, 1974). When a
significant difference between the means existed, a Scheffe
multiple comparison test was used to determine the nature of
the significant relationship (Jaccard, 1983). Hypothesis 6
was tested by a multiple regression analysis. Because mul-
tiple regression requires that variables measured on interval
or ratio scales, dichotomies were created for the nominal
variables of nursing position and level of education. Em-
phasis in this analysis is on the examination of a variety of
partial coefficients generated from the multiple regression.
Hypothesis 1 states there will be a significant positive
relation between social interest and job satisfaction among
full-time employed registered nurses. An ANOVA was performed
with the JSI used as the dependent variable and the SIS used
as the independent variable. Because ANOVA uses categorical
variables as the independent variable, the social interest
scores were collapsed into groups. Scores of 1 to 3 were
placed in Category 1, scores of 4 through 7 were placed in
Category 2, scores of 8 to 11 in Category 3, and scores
greater than 11 made up Category 4. This procedure placed 9
respondents in the lowest social interest category, 87 in the
moderately low category, 142 in the moderately high category,
and 57 in the highest category.
33
A test of homogeneity using Cochran's C indicated
heterogeneity among variances (C= 0.35, p= 0.02); therefore,
the raw data were transformed. The results of the ANOVA
are summarized in Table 9.
Table 9
ANOVA Summary of the Relationship Between Job
Satisfaction and Social Interest
Source Sum of _ of Mean
Variation Squares df Square F p
Between Groups 1.09 3 0.37 0.679 NS
Within Groups 156.59 291 0.54
Total 157.68 294
No significant difference was found between the means;
therefore, Hypothesis 1 was not supported.
Hypothesis 2 states there will be a significant
difference between the job satisfaction of graduates of
diploma and associate degree nursing programs and the job
satisfaction of graduates of baccalaureate nursing programs.
The Cochran C test revealed homogeneity of variance (C= 0.41,
p= .11); therefore, no transformation of scores was neces-
sary. The ANOVA summary of the relationship between job
satisfaction and level of education is reported in Table 10.
34
Table 10
ANOVA Summary of the Relationship Between Job
Satisfaction and Level of Nursing Education
Source Sum of ^ of Mean
Variation Squares df Square F p
Bet-ween Groups 68.68 2 34.34 0.293 NS
Within Groups 34417.28 294 117.07
Total 34485.96 296
No significant difference between the means was found;
therefore, Hypothesis 2 was not supported.
Hypothesis 3 states there will be a significant
difference between the job satisfaction of general staff
nurses and the job satisfaction of nurses in specialized
positions. The Cochran C test was again used to test for
homogeneity of variance, and the variances were shown to
be heterogeneous (C= .26. p= 0.01); therefore, the raw data
were transformed by a square root transformation. The trans-
formed scores were then used in the ANOVA formula. The ANOVA
summary of the relationship between job satisfaction and
position in nursing using the transformed scores is summa-
rized in Table 11. Significant differences among the means
were found at the .001 level; therefore, Hypothesis 3 was
supported.
35
Table 11
ANOVA Summary of the Relationship Between Job
Satisfaction and Position in Nursing
Source Sum of of Mean
Variation Squares df Square F p
Between Groups 18.78 5 3.76 7.78 .001
Within Groups 142.45 295 0.48
Total 161.23 300
Because the F ratio indicated a difference among the
means existed overall/ a Scheffe multiple comparison test was
used to determine where the differences were. The results
of the Scheffe are summarized in Table 12.
Table 12
Results of Scheffi Multiple Comparison for Position
P4 P5 P6 P2 P3 PI Position (Admin) (Educ) (Other) (Super) (Head) (GSN)
N=25 N=14 N=66 N=32 N=41 N=123
Mean 8.64 8.41 8.32 8.24 8.16 7.87
36
Administrators and the position category of other (both
groups indicating specialized positions) differed signifi-
cantly from general staff nurses at the 0.100 level.
Hypothesis 4 states there will be a significant positive
relation between job satisfaction and the independent
variable of age. For the purpose of the ANOVA, age was
categorized into four groups. The age of participants ranged
from 22 to 68 years of age. Respondents with ages from 20 to
25 were placed in Group 1, from 26 to 30 years in Group 2, 31
to 40 years in Group 3/ and those over 40 in Group 4. The
procedure placed 19 participants in Group 1, 55 in Group 2,
108 in Group 3/ and 119 in Group 4.
The Cochran C test revealed unequal variances (C= 0.42,
p= c.001) and the raw scores were transformed. The results
of the ANOVA are reported- in Table 13.
Table 13
ANOVA Summary of the Relationship Between Job
Satisfaction and Age
Source of
Variation
Sum of
Squares df Mean Square F P
Between Groups 3.50 3 1.17 2.226 <.10
Within Groups 155.73 297 0.52
Total 159.23 300
37
Differences among the means were significant at the .09
level; therefore, Hypothesis 4 was supported. A Scheffe test
was used to determine the nature of the difference among the
means. The results indicated that no two groups were signi-
ficantly different at the 0.100 level. The Scheffe test is
considered to be a conservative procedure that will indicate
a significant difference between means only when the means
are far apart (Huck, Cormier, & Bounds, 1974). The Scheffe
tends to be exact even with unequal group sizes (Nie, Hull,
Jenkins, & Steinbrenner, 1975). A more liberal procedure,
such as the Fisher LSD, can be applied to make it easier to
find a significant difference between means (Huck, Cormier, &
Bounds, 1974). The Fisher LSD was applied and the results
of both multiple comparison tests are summarized in Table 14.
Table 14
Results of Multiple Comparison Tests for Age
Scheffe"
Age Grp4 Grp3 Grp2 Grpl
(Over 40) (31 to 40) (26 to 30) (20 to 25)
N=119 N=108 N=55 N=19
Mean 8.24 8.13 8.06 7.83
Fisher LSD
38
The Fisher LSD denoted that the over 40 age group
differed significantly from the 20 to 25 age group and the
26 to 30 age group at the 0.100 level. The over 40 age group
indicated the most job satisfaction.
Hypothesis 5 states there will be a significant positive
relation between job satisfaction and the independent
variable of experience. For the ANOVA procedure, experience
was categorized into groups. The range of years of nursing
experience of the participants was 0 to 46 years. Nurses
with 0 to 2 years experience were placed in Group 1, 3 to 5
years in Group 2, 6 to 10 years in Group 3, and over 10 years
in Group 4. This categorization placed 12 participants in
Group 1 with from 0 to 2 years experience, 45 in Group 2
with from 3 to 5 years experience, 84 participants with from
6 to 10 years experience in Group 3, and in Group 4, 158
nurses with over 10 years experience.
The Cochran C test for equal variances revealed hetero-
geneity of variance (C= 0.37, p= .003). The square root
transformation was used to transform the raw scores.
The results of the ANOVA for the relationship between
job satisfaction and experience are summarized in Table 15.
The results revealed no significant difference between the
means of the experience groups; therefore, Hypothesis 5
was not supported.
39
Table 15
ANOVA Summary of the Relationship Between Job
Satisfaction and Experience
Source Sum of _ of Mean
Variation Squares df Square F p
Between Groups 1.40 3 0.47 0.872 NS
Within Groups 159.90 299 0.54
Total 161.30 302
Hypothesis 6 states the relationship between social
interest and job satisfaction will be significantly affected
by the independent variables of level of education, position
in nursing, age, and years of nursing experience. A mul-
tiple regression analysis was used to test this hypothesis.
The multiple regression examined the impact of social
interest while controlling for the variables of age, nursing,
experience, position, and education.
The dichotomies of basic nursing education and bacca-
lauareate nursing education were created for the nominal
variable of education, and for position, the categories of
general and specialized positions. The results of the mul-
tiple regression analysis are summarized in Table 16.
40
Table 16
Multiple Regression Summary Showing Simple and Combined
Effects of all Variables on Job Satisfaction
r Partial r Variable r Prob r Prob
Social Interest .01 NS .02 NS
Education
<£> O •
1 NS
o •
i NS
Position .29 <.001 .26 <.001
Age .17 <.005 .06 NS
Experience .16 <.01
i—1 o • NS
Multiple R= .31; df= 5, 253; F= 5.52; p= <.01
The simple r represents a Pearson product moment
correlation between each of the independent variables and
job satisfaction. In Table 16, the simple r of social
interest describes the relationship between social interest
and job satisfaction. The partial r represents the
relationship of job satisfaction to each variable while
controlling for the effects of the remaining variables. The
partial r of social interest represents the relationship of
job satisfaction to social interest when controlling for the
effects of education, position, age, and experience. The
data in Table 16 also show the two correlation coefficients
41
for each of the other variables. Age and years of experience
revealed a spurious relationship to job satisfaction in that
the significant correlation between age and job satisfaction
and experience and job satisfaction disappeared when the
effect of the other variables was removed. The nursing
position variable, however, continued to be significant with
and without the combined effects of the variables.
A second multiple regression was computed to evaluate
the specific contribution of the significant variable of
position. For this analysis, dummy variables were created
for the nursing position variable. Five of the six positions
(general staff nurse, head nurse, supervisor, administrator,
and other) were given a metric value from 1 to 5 so they
could be tested as interval variables. Because inclusion of
all the categories would make the regression equation unsol-
vable (Nie et al, 1975), education was excluded since the n
was small. The results of the multiple regression analysis
examining the significance of the position are summarized in
Table 17.
The results indicated that the significance within the
position category was between administrators and general staff
nurses. The simple r indicated that an inverse relationship
existed between the dependent variable of job satisfaction and
the independent variable of general staff nurse. When the
variables of social interest, education, age, and experience
42
were controlled, the significance changed by only -.07.
Table 17
Multiple Regression Follow-up to Position Finding
Position Variable
Simple r
r Prob
Partial r
Partial Prob
General Staff -.29 <.001 -.22 <.001
Supervisor .03 NS -.07 NS
Head Nurse .03 NS -.05 NS
Administrator .21 <.001 .14 A
• O
K)
Other .09 <.05 .05 NS
Multiple R= .36; df= 9, 250; F= 4.18; 11 A
• O
I—1
A second position, that of administrator/ showed significance
both before and after controlling. Controlling the remaining
variables decreased the significance from p= <.001 to p= <.02,
The other category exhibited a spurious relationship in that
the significance level of p= <.05 disappeared when the effect
of the variables was removed.
Discussion
The concerns and problems prevalent in the nursing pro-
fession today seemed to warrant the study of job satisfaction,
Nursing has been faced with a personnel shortage for many
43
years, and it is predicted that this shortage will continue
in the future. Because of the increase in health care demands,
government programs such as the Diagnosis Related Groups
(DRGs), increased growth in the size of the elderly popu-
lation, increased availability of highly technical procedures
such as transplants and cardiac surgery, and the changing
role of women in today's labor force, the demand for nurses
is increasing. Yet nurses are decreasing in number because
women are choosing to enter fields such as law, medicine, and
business that were not previously considered appropriate, and
many highly educated nurses are pursuing work in other fields
(Braito & Caston, 1983). Job satisfaction was examined in
this study as a factor that might relate to the current problems
facing the nursing profession. In addition, the study exam-
ined the effects of age, education, position, and experience
on the job satisfaction of nurses.
This study also explored the relationship between job
satisfaction and the Adlerian concept of social interest on
the premise that, in order to be satisfied in work, one must
have developed social interest. A total random sample of 400
full-time employed nurses, 100 from each of four Texas cities
was surveyed using the Job Satisfaction Index and the
Social Interest Scale. The analysis of data was based on
303 returned questionnaires. The findings did not show a
significant relationship between job satisfaction and social
44
interest. No research was available for comparison since the
relationship between these two variables had not been previ-
ously studied.
The ANOVA analysis revealed age to be significantly
related to job satisfaction in that older nurses were more
satisfied with their work then younger nurses. However, in
controlling for other variables, this relationship did not
continue to be significant. Other studies, however, found
age to be positively associated with job satisfaction
(Campbell, 1979; Braito & Caston, 1983; & Maceachron, 1975).'
Type of position in nursing was found in this study to
have a significant positive relationship with job satis-
faction. The general staff nurse and administrator positions
were the two groups that were most different in regard to job
satisfaction. While general staff nurses were the least sat-
isfied with their work, administrators were the most satisfied.
The results of this analysis were consistent with the findings
of Godfrey (1978c), Maceadron (1975), and Bullough (1974).
Contrary to this study were the findings of Braito & Caston
(1983). In their study, administrators were not part of the
sample, however, assistant administrators were found to be
the most dissatisfied with their hospital work.
The variable of experience in this study was not found
to be significantly related to job satisfaction of nurses.
This result was contrary to the findings of Braito and
45
Caston (1983) that the longer the nurse was employed the
higher the satisfaction, and the findings of Goff (1973) that
job satisfaction increases with years of nursing experience.
The results of this study revealed that graduates from
the three major types of nursing programs (diploma, associate,
and baccalaureate) did not differ significantly in their job
satisfaction. These results were consistent with the
findings of Munro (1983) that graduates from the three types
of nursing programs did not differ in regard to job satis-
faction. Braito and Caston (1983) found an inverse
relationship between level of education and job satisfaction.
Goff's (1973) findings suggested that the type of nursing
education was not related to job satisfaction.
Based on these findings, it appears that position in
nursing does make a difference in the work attitude of
nurses. Years of experience in nursing and level of
education appear to have no effect on work satisfaction.
Age seems to have a slight influence on job satisfaction.
The major implications of these findings seemed to be
related to three areas: the impact of a low satisfied group
on health care, the impact of the difference in job satis-
faction between general staff nurses and administrators, role
of nursing education in job satisfaction, and the merit of
the Social Interest Scale.
46
General staff nurses in. this study composed the largest
group of nurses and yet were the least satisfied. Thus,
nursing care is being provided by persons with a low level of
job satisfaction. According to McFarland, Leonard, and
Morris (1984), this situation can lead to nurses functioning
incompetently resulting in poor and unsafe care of patients.
Administrators high satisfaction with work might be
related to the repeated findings of Herzberg and others
(1959) that recognition and achievement are factors respon-
sible for job satisfaction. Nurses in administrative
positions may be satisfied with their jobs because of the
recognition and prestige they have received from the status
of their positions. General staff nurses, on the other hand,
may be dissatisfied because of a lack of recognition and
achievement (Godfrey, 1978a).
This difference in job satisfaction between general
staff nurses and administrators has several implications.
According to Holle (1982) nurse administrators are in a
position to have a positive impact on the work attitude of
nurses by influencing factors that promote job satisfaction
such as work itself, responsibility, achievement, recog-
nition, and advancement. Nurse leaders can assume some
responsibility for the job satisfaction of nurses by
designing employee programs to increase job satisfaction
(Meisenheimer, 1982).
47
Ganong and Ganong (1980) suggested that nurse admin-
istrators face the challenge of job satisfaction by using
Herzberg1s motivational factors to help nurses achieve
optimum job satisfaction. They recommended the use of the
employee care plan as an individualized approach to promoting
a high level of job satisfaction.
The job satisfaction of nurses also has implications for
nursing education in that nursing education must keep abreast
of how nurses are feeling about their jobs in order to
develop nursing curricula that are responsive to the needs of
nurses and relevant to current nursing practice (Porth/ 1982).
The findings regarding the relationship between social
interest and job satisfaction lead the investigator to consider
the sensitivity of the SIS to measure social interest among
full-time employed nurses. In examining the frequencies of
the SIS item responses, three pairs of words seemed to warrant
discussion. The frequencies are presented in Table 18.
In regard to Item 6 in Table 18, nurses are expected to
be capable because their work orientation is the care and
cure of human lives. Similarly in Item 9, nurses are
expected to be efficient because of the great demand made on
their time. Lastly, in Item 10, nurses are educated to be
alert to changes in the health status of their patients.
Nurses may have selected these words because of their profes-
sional orientation.
48
Table 18
Frequencies on Social Interest Items on SIS
Item Absolute Freq.
Adjusted Freq.
1. Quick-witted 76 25.1 Helpful* 227 74.9
2. Neat 73 24.1 Sympathetic* 230 75.9
3. Intelligent 128 42.2 Considerate* 173 57.1
4. Original 117 38.6 Respectful* 186 61.4
5. Individualistic 117 38.6 Generous* 185 61.1
6. Capable 234 77.2 Tolerant* 68 22.4
7. Wise 59 19.5 Trustworthy* 243 80.2
8. Gentle 140 46.2 Forgiving* 162 53.5
9. Efficient 194 64.0 Respectful* 108 35.6
10. Alert 185 61.1 Cooperative* 118 38.9
11. Imaginative 110 36.3 Helpful* 191 63.0
12. Realistic 187 61.7 Moral* 116 38.3
*Words indicative of social interest
49
Table 18 Continued
Frequencies on Social Interest Items on SIS
Item Absolute Freq.
Adjusted Freq.
13. Wise Considerate*
98 203
32.3 67.0
•
i—1 Individualistic Sympathetic*
111 191
36.6 63.0
15. Ambitious Patient*
58 244
19.2 80.5
*Words indicative of Social Interest
It appears that the social interest of nurses may be diffi-
cult to measure with the SIS because of the possible inter-
pretation of the word items.
It was noted in the validation of the SIS scale that the
correlations on the items were considerably lower than those
on the JSI. Cronbach (1949) explained that even an item with
an r of 0.20 could make an appreciable contribution to the
dimension being measured. As cited earlier rather than
dropping an item with a low correlation which may reduce
content validity, he recommended changing items to make them
more representative. Despite these criticisms of the SIS,
Crandall has completed a number of studies to establish the
validity and relaibility of the SIS.
50
The results of this study served as the basis for
several recommendations regarding further research:
1• Investigation of the relationship between responses
selected on the SIS and the person's professional orien-
tation to determine whether professional role influences
the selection of certain word items.
2. Re-examination of the relationship between age and
job satisfaction among groups of nurses where age is
more evenly distributed. Because nurses enter nursing
at different ages and since new graduates usually begin
work experience in general staff positions, it is recom-
mended that the relationship of age to the job satis-
faction of new graduates be studied.
3. Exploration of the individual factors contributing to
the work attitudes of general staff nurses and adminis-
trators. Administrators and staff nurses would then be
in a position to utilize this knowledge to promote satis-
fying attitudes toward work.
4. Investigation of the effectiveness of certain methods in
promoting job satisfaction, i.e. employee care plan, per-
iodic evaluation conferences, employee recognition
programs.
5. Exploration of the extent to which job satisfaction
issues are dealt with in nursing curricula.
51
While this research did not reveal a significant rela-
tionship between job satisfaction and social interest, it did
offer the opportunity to collect information on the job sat-
isfaction and social interest of nurses. Further research in
this area might lead to greater understanding of the job
satisfaction of nurses and further understanding of Adler's
concept of social interest.
! ./* • * •f
V ^ 1 1 f 53 - '"*^j >*£V _ ,^> ^ " -"--J ^ ^
"* Wiwufeii -fftsiiifetw^
November 14, 1983
Dr. James E. Crandall University of Idaho Professor of Psychology
and Stat ist ics Mascow, ID 83843
Dear Dr. Crandall:
I am currently wri t ing a dissertation proposal examining the relationsship between social interest and job satisfaction among nurses. In selecting the instrument to measure social interest , I would l i ke to use tire Social Interest Scale and would l ike your permission to do so. I plan to give the instrument to approximately 400 nurses. I look forward to hearing from you. Thanks for your help.
Sincerely,
AL-. /i n u
A. Susan Nelson, R,N.,M.S. Chairperson, Undergraduaate
Nursing Program
ASNAdt Jw ^ ^ ~~
College of Science and Technology S t a t e U n i v e r s i t y 62 CO Ocean Dr»ve, Corpus Christ ; , Texas 78412 - \512) 391-6810
A ra.nnous Universi ty System of South Texas Equai O c o c r t u n : t v Employer
54 PERSONAL TRAIT VALUE SCALE
Below are a number of pairs of personal characteristics or traits. For each pair, choose the trait which you value more highly. In making each choice, ask yourself which of the traits in that pair you would rather possess as one of your own characteristics. For example, the first pair is "imaginative/rational." If you had to make a choice, which would you rather be? Write 1 or 2 in the box in front of the pair to indicate your choice.
Some of the traits will appear twice, but always in combination with a different other trait. No pairs will be repeated.
Be sure to choose one, but only one, trait in each pair.
I would rather be...
D\: • i: • I:
DV. C U :
• i:
D\: • 2:
• 2:
• i: • 2:
• 2:
IMAGINATIVE RATIONAL
HELPFUL QUICK-WITTED
NEAT SYMPATHETIC
LEVEL-HEADED EFFICIENT
INTELLIGENT CONSIDERATE
SELF-RELIANT AMBITIOUS
RESPECTFUL ORIGINAL
CREATIVE SENSIBLE
GENEROUS INDIVIDUALISTIC
RESPONSIBLE LIKEABLE
CAPABLE TOLERANT
TRUSTWORTHY WISE
1. 2.
• J:
• 2:
• 2:
• • i: • I:
• 2:
Dl: • 1. 2.
1. 2. •
• 2:
NEAT LOGICAL
FORGIVING GENTLE
EFFICIENT RESPECTFUL
PRACTICAL SELF-CONFIDENT
ALERT COOPERATIVE
IMAGINATIVE HELPFUL
REALISTIC MORAL
POPULAR CONSCIENTIOUS
CONSIDERATE WISE
REASONABLE QUICK-WITTED
SYMPATHETIC INDIVIDUALISTIC
AMBITIOUS PATIENT
J* f & 3 1
J 55
November 9, 1983
Dr. Arthur H. Brayfield Claremont Graduate School Professor of Psychology Claremont, CA 91711
Dear Dr. Brayfield:
I am currently writing a dissertation proposal examining the relationship between social interest and job satisfaction among nurses. In selecting an instrument to assess job satisfaction, I found the Job Satisfaction Index, I would like to use it in my study and would like your permission to do so. I plan to give the instrument to approximately 400 nurses. I hope this letter reaches you and I look forward to hearing from you. Thanks for your help.
Sincerely,
A, Susan Nelson, R.N., M.S. Chairperson, Undergraduate
Nursing Program
ASN/kdt
Coiieqe of Science and Technology State University 330C ^csan C r v e . C::rous Chr is t i . Texas 78412 • -S12) 991-6810
- csmous : re L^vversi tv System cf South "i'exas Ecuai Oooc r tu r . i t v Employer
56
JOB SATISFACTION INDEX
Some jobs are more interesting and satisfying than others. I want to know how nurses feel about their jobs. This index contains eighteen statements about jobs. You are to circle the response to the right of each statement which best describes how you feel about your present job. For example, the statement reads:
A. There are some con- SA ditions concerning my job that could be improved.
U D SD
If I strongly agree with this statement, I would circle SA to indicate STRONGLY AGREE, as you see in the example.
There are no right or wrong answers. What is wanted is your honest opinion on each of the following statements.
STRONGLY AGREE UNDE- DIS- STRONGLY AGREE CIDED AGREE DISAGREE
1. My job is like a hobby to me.
SA U D SD
2. My job is usually interesting enough to keep me from getting bored.
SA A U D SD
3. It seems that my friends are more inter-ested in their jobs.
SA U D SD
4. I consider my job rather unpleasant,
SA U D SD
I enjoy my work more than my leisure time.
SA U D SD
6. I am often bored with my job.
SA A U SD
7. I feel fairly well satisfied with my present job.
SA U D SD
57
Sample of Job Satisfaction Instrument Page 2
STRONGLY AGREE UNDE- DIS- STRONGLY AGREE CIDED AGREE DISAGREE
8. Most of the time I SA A U D SD have to force myself to go to work.
9. I am satisfied with SA A U D SD my job for the time being.
10. I feel that my job SA A U D SD in no more interesting than others I could get.
11. I definitely dislike SA A U D SD my work.
12. I feel that I am SA A U D SD happier in my work than most other people.
13. Most days I am enthu- SA A U D SD siastic about my work.
14. Each day I am enthu- SA A U D SD siastic about my work.
15. I like my job better SA A U D SD than the average worker does.
16. My job is pretty SA A U D SD uninteresting.
17. I find real enjoyment SA A U D SD in my work.
18. I am disappointed SA A U D SD that I ever took this job.
58
PERSONAL DATA
Please answer the following questions as each applies to you:
1. Your present age: YEARS
2. Your ethnicity. (Circle number of your answer)
1 CAUCASIAN 2 BLACK 3 MEXICAN-AMERICAN 4 OTHER (specify)
3. Your basic nursing education. (Circle number)
1 DIPLOMA 2 ASSOCIATE DEGREE 3 BACHELOR1S DEGREE
4. Which is the highest degree you have completed? (Circle number)
1 DIPLOMA 2 ASSOCIATE DEGREE 3 BACHELOR1S DEGREE 4 MASTER1S DEGREE 5 DOCTORATE
5. Your total years of experience in nursing: YEARS
6. Your present primary position. (Circle number)
1 GENERAL STAFF NURSE 2 SUPERVISOR 3 HEAD NURSE 4 ADMINISTRATOR 5 EDUCATOR 6 OTHER (specify)
7. Number of years in your present position: YEARS
8. Your ordinal position in your family. (Circle number)
1 OLDEST CHILD 2 MIDDLE CHILD 3 YOUNGEST CHILD 4 ONLY CHILD 5 OTHER (specify)
59
Sample of Personal Data Sheet Page 2
If there are any additional comments you would like to make, please use this space for that purpose. Any comments you wish to make that you think may help future efforts to understand specific aspects of the nursing profession will be appreciated.
Your contribution to this effort is very greatly
appreciated. If you would like a summary of results, please
check the box on the enclosed postcard and I will see that a
copy is sent to you. Thank you for your help.
60
Appendix G
Initial Letter
January 16, 1984
Dear
You have been selected to participate in a research study
concerned with job satisfaction among employed nurses in Texas.
This is a state-wide study in which I am seeking to understand why
nurses are satisfied with their jobs and what can be done to
increase job satisfaction.
I am writing you in advance because I have found that many
people appreciate being informed that a research study is in pro-
cess and they will be called upon to respond to a questionnaire.
You will receive the questionnaire in approximately one week and
it will take you approximately 10 minutes to complete. Your help
in this effort to find out how nurses feel about their jobs is
essential to the study's success. I would greatly appreciate
your participation. If you have any questions, please do not
hesitate to contact me (512/991-6810/ Ext. 248 or 512/852-0512).
Most sincerely,
A. Susan Nelson, R.N., M.S., Chairperson Undergraduate
Nursing Program
61
Appendix H
Questionnaire Letter
January 23, 1984
Dear
In the past few years, there has been discussion about morale and job satisfaction among nurses. Now that nurses are becoming more available and may stay in jobs longer, the reasons for job satisfaction seem more important. Some of the questions being asked include: Why nurses are satisfied or dissatisfied with nursing and their particular job? Whether education makes a difference in job satisfaction? and finally, Whether there are certain things not being taught in nursing curriculums that would influence a nurses's attitude toward work? I am conducting this study because I believe the nurses of Texas are a source of valuable input into this important matter.
You are one of a small number of nurses employed in Texas who are being asked to give your opinion on job satisfaction and one element that may be related to it, namely personal values. In order that the results will truly represent the thinking of the nurses in Texas, it is important that you complete the ques-tionnaire and return it.
You may be assured of confidentiality. A card is enclosed for you to return separately so I may know who has returned the questionnaires. No name or identification is on the question-naire.
The results of this research will be made available to nurse administrators and nurse educators and other interested persons. Please indicate on the postcard if you would like a copy of the abstract
I would be most happy to answer any questions you might have. Please do not hesitate to contact me (512/852-0512 or 512/991-6810, Ext. 248). Thank you for your cooperation and assistance.
Most sincerely,
A. Susan Nelson, R.N., M.S., Chairperson Undergraduate
Nursing Program
62
Appendix I
Return Postcard
I have returned my questionnaire.
Please send me an abstract of the results,
Your Name(Please Print)
Thanks again for your help in this important study.
63
Appendix J
Contents of Follow-up Postcard
February 6, 1984
Recently a questionnaire seeking your opinion on job satisfaction and personal values/ an important consideration among nurses today, was mailed to you. Your name was drawn in a random sample of employed nurses in Texas.
If you have already completed and returned it to me, please accept my sincere thanks. If not, I would appreciate your doing so today. Because it has been sent to only a small, but representative sample of Texas nurses, it is extremely important that yours also be included in this study if the results are to accurately represent the opinions of Texas nurses.
If by some chance you did not receive the questionnaire, or it has been misplaced, please do not hesitate to contact me at (512/991-6810, Ext. 248 or 512/852-0512). Thank you.
A. Susan Nelson, R.N., M.S.
64
Appendix K
Second Follow-up Letter
February 20, 1984
Dear
About three weeks ago I wrote you seeking your opinion on job
satisfaction and social interest. As of today, I have not
received your completed questionnaire.
I have undertaken this study because I believe job
satisfaction is important among nurses. In addition, I believe
that something can be done about job satisfaction.
I am writing to you again because of the significance your
answers have to the usefulness of this study. Your name was
selected in a random sample of the nurses employed in Texas.
Since you do represent the 46,000 nurses employed fulltime in
Texas, it is essential that you return the questionnaire, in
order for the results of the study to be truly representative of
the opinions of Texas nurses.
In the event that your questionnaire has been misplaced, a
replacement is enclosed. Your cooperation is greatly
appreciated.
Most sincerely,
A. Susan Nelson, R.N., M.S., Chairperson Undergraduate
Nursing Program
65
Appendix L
Third Follow-up Letter
March 6, 1984
Dear
I am writing to you about my study of job satisfaction among
nurses. I have not received your completed questionnaire.
The large number of questionnaires returned is very
encouraging. However, how you feel on this important issue is
very important. Past experience suggests that you who have not
yet sent in your questionnaire may hold quite a different and
valued opinion about your job.
It is for these reasons that I am sending this by certified
mail to insure delivery. In case my other correspondence did not
reach you, another questionnaire is enclosed. May I urge you to
complete and return it as soon as possible.
I will be happy to send you a copy of the results if you want
one. Simply check the box on the return postcard. I expect to
have them ready to send by this summer. Your contribution to the
success of this study will be appreciated.
Most sincerely,
A. Susan Nelson, R.N., M.S. Chairperson Undergraduate
Nursing Program
66
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