Job satisfaction and professional commitment are important constructs that shape educators’ professional engagement and the long-term effectiveness of higher education institutions. In teacher education, understanding how these constructs relate to one another is essential for strengthening academic work environments and supporting sustainable institutional development. This study examined the levels of job satisfaction and professional commitment among college teacher educators in Kanpur, India, and analyzed the relationship between these two constructs. It also investigated whether job satisfaction, gender, and years of teaching experience significantly predict professional commitment. A descriptive cross-sectional survey design was employed, and data were collected using structured instruments measuring demographic characteristics, multidimensional job satisfaction, and professional commitment. The findings revealed relatively high levels of both job satisfaction and professional commitment among participants. Student interaction, professional autonomy, and peer support emerged as the highest-rated dimensions of job satisfaction, whereas administrative support and remuneration received comparatively lower ratings. Affective commitment was the strongest dimension of professional commitment. The results further showed a positive relationship between job satisfaction and professional commitment. Multiple regression analysis indicated that job satisfaction was the strongest predictor of professional commitment, while years of teaching experience also had a significant positive effect; gender was not a significant predictor. The findings underscore the importance of supportive academic environments in enhancing teacher educators’ satisfaction and sustaining their long-term professional commitment in higher education.
SHRIKANT SINGH (Mon,) studied this question.