ESP-4493

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2026-02-11

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Vol. 11 No. 2 (2026): Publishing

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Review Articles

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Copyright (c) 2026 Yan Zhou, Bity Salwana Alias*, Aida Hanim A. Hamid

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How to Cite

Yan Zhou, Bity Salwana Alias, & Aida Hanim A. Hamid. (2026). A systematic review of job satisfaction research in higher education (2021–2025). Environment and Social Psychology, 11(2), ESP-4493. https://doi.org/10.59429/esp.v11i2.4493

A systematic review of job satisfaction research in higher education (2021–2025)

Yan Zhou

Faculty of Education, Universiti Kebangsaan Malaysia, 43600 Bangi, Malaysia

Bity Salwana Alias

Faculty of Education, Universiti Kebangsaan Malaysia, 43600 Bangi, Malaysia

Aida Hanim A. Hamid

Faculty of Education, Universiti Kebangsaan Malaysia, 43600 Bangi, Malaysia


DOI: https://doi.org/10.59429/esp.v11i2.4493


Keywords: job satisfaction; higher education; systematic review; PRISMA; faculty and staff; work environment

Abstract

Increased workload demands, organisational reorganisations, and post-pandemic changes have significantly changed working conditions in higher education in recent years, with significant ramifications for the job satisfaction of faculty and staff. In order to compile the most recent empirical data on the factors influencing job satisfaction among higher education staff, this study does a PRISMA-guided systematic review. Empirical research produced between 2021 and 2025 was thoroughly examined via an open procedure of database searching, filtering, and critical evaluation. The review categorises influencing factors into three integrative domains: context-dependent or moderating variables (e.g., institutional type, employment status, and national policy environments); negative influences (e.g., workload, job insecurity, and role conflict); and positive contributors (e.g., organisational support, leadership quality, and professional autonomy). By offering a systematic, theoretically informed synthesis that emphasises the conditional and culturally embedded aspect of work satisfaction in higher education, this review goes beyond just summarising trends and contributes to the body of knowledge. In addition to the under-representation of non-academic workers and different institutional settings, the findings show a concentration of evidence in particular national and research-intensive contexts. Although there are constant institutional levers for improving satisfaction, direct comparability is limited by variations in study designs and measuring techniques. All things considered, this review provides an evidence-based basis for future research agendas, organisational policy, and leadership practices, assisting in the creation of more equitable and context-sensitive methods to improve job satisfaction and organisational effectiveness in higher education.

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