The Relationship between Mental Workload and Job Satisfaction of Faculty Members with their Educational Performance

Mahdavi  N; Shafiee-Motlagh  M; Cheraghi  Z; Jafari-Mansoorian  H; Ramazani Doroh   V; Tapak  L; Afshari  M; Doosti-Irani  A

doi:10.18502/jmed.v19i3.17341

Mahdavi N PhD of Ergonomics, School of Public Health, Department of Ergonomics, Center of Excellence for Occupational Health, Occupational Health and Safety Research Center, Hamadan university of Medical Sciences, Hamadan, Iran
Shafiee-Motlagh M PhD of Occupational Health Engineering, Center of Excellence for Occupational Health, Occupational Health and Safety Research Center, School of Public Health, Hamadan University of Medical Sciences, Hamadan, Iran
Cheraghi Z PhD of Epidemiology, Modeling of Noncommunicable Diseases Research Center, Department of Epidemiology, School of Public Health, Hamadan University of Medical Sciences, Hamedan, Iran
Jafari-Mansoorian H PhD of Environmental Health Engineering, Department of Environmental Health Engineering, Faculty of Health and Research Center for Health Sciences, School of Public Health, Hamadan University of Medical Sciences, Hamadan, Iran
Ramazani Doroh V PhD of Health Economics, Department of Health Management and Economics, School of Public Health, Hamadan University of Medical Sciences, Hamadan, Iran
Tapak L PhD of Biostatistics, Department of Biostatistics, School of Public Health and Modeling of Noncommunicable Diseases Research Center, Hamadan University of Medical Sciences, Hamadan, Iran
Afshari M PhD of Health Education and Promotion, Department of Public Health, School of Public Health, Social Determinants of Health Research Center, Hamadan University of Medical Sciences, Hamadan, Iran
Doosti-Irani A PhD of Epidemiology, Health Sciences Research Center, Department of epidemiology, School of public Health, Hamadan University of Medical Sciences, Hamedan, Iran

DOI: https://doi.org/10.18502/jmed.v19i3.17341

Keywords: Cognitive demand, Job task, Job satisfaction, Job performance

Abstract

Introduction: Workload and job satisfaction are among the most influential factors affecting job performance. Therefore, this study aims to assess the cognitive workload and job satisfaction and their impact on the quality of education faculty members provide.

Method: This study was conducted among 34 faculty members through a census. The NASA-TLX tool was used to assess cognitive workload, and a job satisfaction scale was employed to evaluate job satisfaction. Moreover, the training quality score was considered a criterion for assessing the educational performance of the participants. To determine the role of explanatory variables on the level of mental workload, multiple linear regression was used at a 95% confidence level.

Result: The mean cognitive workload of faculty members was 52.94 ± 24.48. Efficiency and time demand scored the highest and lowest among the subscales of workload, respectively. Job satisfaction was 56.85 ± 27.61, with satisfaction with the department head and colleagues ranking highest and satisfaction with salary being the lowest in job satisfaction. The cognitive workload had a non-significant relationship with job satisfaction (P = 0.08, r = 0.56). However, the relationship between teaching quality and both cognitive workload and job satisfaction was not statistically significant.

Conclusion: No significant relationship was observed between cognitive workload, job satisfaction, and teaching quality scores. However, it is recommended that measures be taken to improve the quality of work life for faculty members to enhance the quality of education they provide.