Conclusion
(Gui et al., 2009) conducted a study with a global perspective in the United States, Canada, United Kingdom, mainland China, Taiwan and Turkey and reviewed job satisfaction in nursing faculty members. According to their results, the components of job satisfaction were similar in this group, despite their cultural differences (colleagues, the work itself, the work conditions, work hours, remuneration and promotion, professional development, monitoring and supervision). In a meta-analysis by (GormIey, 2003), the factors affecting job satisfaction included professional independence, conflict of roles, role ambiguity, leadership expectations, organizational atmosphere, leadership behaviors and organization characteristics. (Emory et al., 2017) introduced six occupational factors (individual family policies, colleagues, occupation process clarity and transparency, organizational leadership style, faculty participation in organization’s policy-making and interaction between different parts of the department) as factors with a positive effect on job satisfaction and intention to stay.
The articles reviewed in this analysis investigated the relationship between job satisfaction and its contributing factors rather than providing an accurate report of the degree of job satisfaction. A number of the articles had reported relatively to highly favorable levels of job satisfaction. The factors affecting the nurse educators' job satisfaction were categorized into six levels, including personal, organizational, managerial, academic, professional and economic levels. Managers can play an important role in promoting job satisfaction in nurse educators if they have adequate knowledge of the discussed factors.
