Effect of Learning Agility on Job Satisfaction of University Teachers

Abstract

Research on the concept of learning agility and job satisfaction is crucial to be conducted because it assists in improving training programs, developing leadership practices, and driving organizational success. Learning agility is the willingness to learn and apply that learning to new situations. Employee satisfaction improves performance and adds to the organization's success as a whole. The objective of the study was to explore the effect of teachers learning agility on teacher's job satisfaction. The study was quantitative in nature, and a survey method was used to collect the data. The population for this study consisted of all teachers (83) of the faculty of humanities and social sciences. A census sampling technique was used to collect information from every individual within the population. A self-developed questionnaire was used for data collection. The data was analyzed through SPSS. Descriptive (mean, percentage, and standard deviation) was used to analyze the data. There was a significant positive relationship between teachers' learning agility and job satisfaction. As a result, it is recommended that the administration of the university should recognize the professors who are more dedicated to their institution. The best teacher award is one example of a monetary or nonmonetary type of such compensation. Because it will inspire instructors to be more motivated, devoted, and organized.