Author: Downey John
Publisher: Routledge Ltd
ISSN: 1521-0413
Source: Community College Journal of Research and Practice, Vol.32, Iss.8, 2008-08, pp. : 597-606
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Abstract
Administrative job satisfaction in higher education is influenced by intrinsic and interpersonal factors (Volkwein & Zhou, 2002, 2003). Pioneers of the “affect as information” hypothesis of emotion postulate that emotions provide value-laden information regarding whether goals, standards, and attitudes are impacted positively or negatively by events, agents, or objects (Clore, 1992, 1994; Clore & Ortony, 1988; Ortony, Clore, & Collins, 1988; Schwarz & Clore, 1988). This study explored the relationship between emotion and job satisfaction among community college administrators. Elevated satisfaction scores were associated with positive emotional temperaments and elevated emotional intelligence. Optimistic administrators in good moods were more satisfied than pessimistic administrators in bad moods.
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