Beyond Teaching: A Qualitative Exploration of the Impact of Active Learning on Faculty Job Satisfaction in Christian Higher Education

Abstract

This research aims to examine the lived experiences of university professors at a Christian university regarding active learning (AL) and job satisfaction. Using Herzberg’s two-factor theory as a guiding framework, the researchers employed a qualitative transcendental phenomenological study to gauge the perceptions of six faculty members who teach using residential or online delivery formats. Data were collected through individual interviews, reflection journals, and discussion groups. Thematic analysis was utilized to identify initial codes and emerging themes, giving voice to the participants' firsthand knowledge and perspectives. The research noted four dominant themes regarding AL and professor job satisfaction: positive student outcomes, implementation challenges, positive job satisfaction, and an all-encompassing theme of spiritual calling. The implications support Herzberg’s theory of motivational and hygienic factors in relationship to professor job satisfaction yet also indicate an additional outside factor of spiritual calling as an encompassing source of purpose for the Christian educator. Limitations include a small sample size and a purposive sampling method. Furthermore, participants may have qualified in their answers, as they were reporting on their own institution and career position. Future studies are needed to replicate the findings with a larger sample size and in other academic institutions. Moreover, further research should explore a potential third factor of spiritual calling relevant to Herzberg’s theory, an awareness of the organizational component of AL, and a deeper understanding of student perceptions of AL, particularly within the Christian university context.