A CRITICAL COMPARATIVE ANALYSIS OF EMPLOYEES’ PERCEPTION OF JOB SATISFACTION IN PUBLIC AND PRIVATE UNIVERSITIES IN CROSS RIVER STATE, NIGERIA

Abstract

This study carried out a critical comparative analysis of employees’ perception of job satisfaction in public and private universities in Cross River State, Nigeria. It was conducted to critically explore the perception of job satisfaction among lecturers in public and private universities in Cross River under the Job Characteristics Model. To this end, primary research was carried out to understand the differences in the level of skill variety in academic roles between lecturers in public and private universities; understand how lecturers in public and private universities perceive the significance of their work in terms of its impact on society; and critically compare the differences in the degree of autonomy experienced by lecturers in public and private universities regarding their job responsibilities. The research design was a multiple case study design, which relied on semi-structured interviews to collect primary data from 14 lecturers (7 each from a private university and public university) in Cross River State. Snowball sampling technique was applied. The data obtained were thematically analysed. The findings revealed that lecturers in both public and private universities experienced a high level of skill variety through their engagement in multiple roles such as teaching, supervising, curriculum development, administrative duties, and student mentoring. However, significant differences emerged in how this skill variety was perceived and experienced across the two institutional types. It was also found that lecturers in both sectors in Cross River State view their work as highly significant to societal development, though shaped by their institutional contexts. In addition, it was found that lecturers in public universities enjoyed considerable academic freedom, allowing them to independently plan their courses, design assessments, and engage in research with minimal institutional interference. Whereas, lecturers in private universities reported significantly limited autonomy, as they were often required to adhere strictly to pre-determined curricula, institutional guidelines, and administrative controls, which restricted innovation and undermined intrinsic motivation. On the basis of these findings, the study recommended that public and private universities should adopt structured role diversification, visible recognition of societal contributions, and flexible academic autonomy frameworks to align lecturers’ tasks with their strengths, validate their wider impacts, and empower their teaching and research choices. This would enhance their motivation, reducing burnout, and promoting deeper professional engagement across both sectors.