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.

APPENDICES

52

Appendix A

Geographical Representation

of Sample

» Lubbock

Arlington

orpus Christi

Appendix B

Permission Letter for SIS

! ./* • * •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

Appendix C

Sample of Social Interest

Instrument

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

Appendix D

Permission Letter for JSI

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

Appendix E

Sample of Job Satisfaction

Instrument

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.

Appendix F

Sample of Personal

Data Sheet

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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