Assessing Online Faculty Satisfaction at Traditional Higher Education Institutions: The FSOTS and its Psychometric Properties

https://doi.org/10.9743/JEO.2024.21.1.7

Abstract

Drawing from existing literature, we constructed the Faculty Satisfaction with Online Teaching Survey (FSOTS) and administered it to 320 faculty teaching online in Qatar during the first 18 months of the COVID-19 pandemic. Descriptive statistics, including mean, standard deviation, Cronbach’s alpha, composite reliability, exploratory factor analysis, and confirmatory factor analysis (CFA), were calculated to evaluate the structure and reliability of the instrument. The suitability of the CFA model was assessed by several fit indexes. Statistical analyses were performed using SAS 9.4. The results indicate that the FSOTS is a valid and reliable instrument for measuring online faculty satisfaction at traditional institutions.

Keywords: online faculty, faculty satisfaction, emergency remote teaching, instrument validation, Qatar, higher education faculty