Full-time non-tenure track faculty, commonly referred to as NTT faculty, are increasingly utilized in higher education and shoulder much of the teaching load within academic institutions. Self-determination theory (SDT) has shown promise as a conceptual frame for characterizing the relationship between environmental support factors and NTT faculty satisfaction. Full-time NTT faculty were sampled nationwide (N = 3,527) to investigate an SDT-based model positing basic psychological needs (i.e., volitional autonomy and relatedness) as mediators between six environmental support indices and NTT faculty satisfaction (i.e., teaching/service and global satisfaction). Structural equation model results showed volitional autonomy and relatedness fully mediated the relationships between the six environmental supports and both indices of faculty satisfaction. Results highlight the utility of basic psychological needs in understanding the relationships between the environment and NTT faculty satisfaction. Implications, future directions, and limitations are also presented.

中文翻译：

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非终身制教师满意度：自我决定模型

全日制非终身制教师，通常称为NTT教师，在高等教育中越来越多地被使用，并承担着学术机构的大部分教学工作。自决理论（SDT）已显示出希望，可作为表征环境支持因素与NTT教师满意度之间关系的概念框架。NTT的全职教师在全国范围内抽样（N = 3,527），研究基于SDT的模型，该模型假定了六个基本支持指标和NTT教员满意度（即教学/服务和教育）之间的中介者的基本心理需求（即，自主性和相关性）。全球满意度）。结构方程模型结果表明，自愿自主性和相关性充分调节了六个环境支持与两个教师满意度指标之间的关系。结果强调了基本的心理需求在理解环境与NTT教师满意度之间的关系中的作用。还提出了含义，未来方向和局限性。