ArticleBMC psychology2026
Prominent factors on job satisfaction of academic laboratory technical assistants at Mizan Tepi University, Southwest Ethiopia.
Article in BMC psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
backgroundAcademic laboratory technical assistants (ALTAs) play a critical role in supporting teaching, research, and laboratory services in higher education institutions, yet their job satisfaction (JS) remains under-researched, particularly in low-resource settings. This study examined the factors influencing academic JS and their relationship with job performance (JP) among ALTAs at Mizan Tepi University (MTU), Southwest Ethiopia.
methodsA cross-sectional study was conducted from November 2023 to May 2024, involving all 125 ALTAs at MTU. Data were collected using a self-administered, English-language questionnaire assessing work environment (WE), compensation and benefits (CB), professional development, work-life balance (WLB), relationships with colleagues, job recognition and support (JRS), communication and leadership, and job security. The instrument underwent content and face validity checks through expert review and pilot testing. Quantitative data were analyzed using descriptive statistics, Pearson correlation, and multiple regression analysis, while qualitative data were analyzed thematically.
resultsALTAs reported moderate to low job satisfaction, with CB (mean = 3.06 ± 0.46), WE (3.04 ± 0.53), and professional development (PD) (2.88 ± 0.50) identified as the most influential factors. WLB (1.998 ± 0.74) and job recognition (2.77 ± 0.62) were additional areas of concern. Job security (3.29 ± 0.60) was less critical but contributed to overall satisfaction. Pearson correlation analysis showed significant positive associations between these factors and JP, particularly for WE (r = 0.499, p < 0.001), CB (r = 0.488, p < 0.001), and WLB (r = 0.616, p < 0.001). Multiple regression analysis indicated that WE, CB, professional development, WLB, and JRS were significant predictors of JP (all p < 0.05). Qualitative findings highlighted challenges related to insufficient resources, limited autonomy, and inequitable recognition, reinforcing quantitative results.
conclusionsJS among ALTAs at MTU is influenced by multiple interrelated factors, including compensation, WE, professional development, recognition, and WLB. Improving these domains through supportive leadership, equitable remuneration, structured professional growth, recognition programs, and flexible work arrangements could enhance both satisfaction and JP. These findings provide novel insight into an under-researched occupational group in Ethiopian higher education and have implications for policy and management in similar low-resource university contexts. Future research should examine the longitudinal impact of these factors on retention and institutional effectiveness.
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