Job Satisfaction of Student Conduct Administrators and Their Use of Restorative Justice Practices

The purpose of this research study was to investigate the effects of restorative justice practices on the job satisfaction of student conduct administrators. This study focuses on Herzberg’s Motivation-Hygiene theory’s intrinsic and extrinsic factors of motivation for student conduct administrators who use restorative justice practices (RJ). This quantitative study used a member sample from the Association of Student Conduct Administrators (ASCA) with 176 electronic responses received.Significant results found that student conduct administrators are more satisfied intrinsically if given the opportunity to take on new responsibilities, given appropriate responsibility and recognition from their supervisor, and if they can make a positive impact on the institution. With regard to extrinsic motivation factors, if student conduct administrators do not have good working relationships, feel their supervisor is not competent, the desire for professional and personal growth not met, and receive no assistance from the supervisor, there will be no satisfaction. Student conduct administrators who used RJ reported significantly higher levels of satisfaction when they were able to use their preferred practice of conduct and conflict resolution strategies, and when trainings were offered on their home campuses.This study provided initial insight on how intrinsic motivation factors can be optimized for job performance and how the use of restorative justice practices in student conduct work could be involved in a paradigm shift of job satisfaction for student conduct administrators. Continued research is critical not only for the profession, but specifically for student conduct administrators as they work to build a just and disciplined community.