Faculty Job Satisfaction in Higher Education: A Systematic Review of Empirical Studies through Herzberg’s Two-Factor Theory

Abstract

This paper examines faculty job satisfaction in higher education by systematically reviewing empirical studies through Herzberg’s Two-Factor Theory. It clarifies how motivator (intrinsic) and hygiene (extrinsic) factors, alongside institutional and demographic variables, shape faculty motivation and retention. A structured literature review was conducted across Scopus, and several other digital data. Forty-five sources were synthesized. Results show that motivators such as recognition, autonomy, and intellectual challenge are central to satisfaction, while hygiene factors such as salary, workload, and governance structures primarily prevent dissatisfaction. Institutional support (e.g., mentoring, workload policies) moderates these effects, while variations in rank, gender, and cultural context create meaningful differences in faculty experiences. This study integrates Herzberg’s framework with complementary theories (Expectancy Theory, Job Characteristics Model, Self-Determination Theory) to propose a synthesized conceptual model of faculty job satisfaction. The synthesis extends Herzberg’s framework by situating motivators and hygiene factors within institutional, demographic, and cultural contexts.