Impact of Intrinsic and Extrinsic Motivation on Job Satisfaction Among Assistant Professors of Private Colleges in Punjab

Abstract

This study examines the impact of intrinsic and extrinsic motivation on job satisfaction among Assistant Professors in private colleges across Punjab. With growing concerns over faculty retention and morale in the private higher education sector, understanding motivational dynamics has become increasingly important. The study adopted a quantitative approach, surveying 120 Assistant Professors selected through stratified random sampling. Data were collected using the Work Motivation Inventory and a standardized Job Satisfaction Questionnaire. The analysis revealed that both intrinsic and extrinsic motivation are significantly and positively correlated with job satisfaction (p < 0.01). However, intrinsic motivation—encompassing factors such as personal growth, autonomy, and intellectual engagement—was found to be the stronger predictor (β = 0.59), compared to extrinsic motivation (β = 0.27). These findings suggest that internal drivers play a more substantial role in shaping how satisfied faculty feel with their academic roles. The study concludes that enhancing intrinsic motivators is essential for improving job satisfaction and recommends that institutional policies focus on promoting autonomy, academic recognition, and meaningful work. These insights can guide human resource strategies and policy reforms aimed at improving faculty engagement and institutional effectiveness in the private higher education sector.