A Qualitative Study Exploring the Role of Professional Development and Job Satisfaction of Classified Staff

Abstract

This qualitative case study delved into professional development’s influence on job satisfaction among classified staff in California’s community colleges. The study examined a convenience sample of 20 full-time classified staff who had worked for at least 1 year at a community college in California and had participated in a professional development activity within the previous 12 months. Based on comprehensive iterative interviews and a focus group, this study contextualized how professional development influences the job satisfaction of classified staff. Using the frameworks of Herzberg’s two-factor theory and Knowles’s theory of andragogy, I sought to distinguish the significance of the relationship between professional development, job satisfaction, and leadership support among classified staff. Findings suggest that professional development positively impacts the job satisfaction of classified staff. Key results revealed emergent themes that underscore the significance of growth, inclusivity, and fostering a learning culture to advance student success.