FROM CHALK TO CLICK: EXAMINING THE CORRELATION BETWEEN TECHNOLOGICAL ADAPTATION AND JOB SATISFACTION IN SELFFINANCING INSTITUTIONS

The rapid integration of digital technology in the education sector has transformed the
teaching -
enhanced classrooms. This study explores the correlation between technological adaptation and
job satisfaction among faculty members in self-financing institutions. The research aims to
assess how digital competency, institutional support, and technological infrastructure influence
formance.
A descriptive and analytical research design was adopted. Primary data were collected from
150 faculty members working in various self-financing colleges through a structured
questionnaire. Statistical tools such as correlation and regression analysis were used to examine
the relationship between technological adaptation and job satisfaction, focusing on factors like
workload, autonomy, training, and institutional support.
The findings reveal a strong positive correlation between technological adaptation and job
satisfaction. Faculty members who actively engage in digital teaching tools, online assessment
systems, and e-learning platforms experience greater satisfaction and productivity. However,
challenges such as digital stress, inadequate training, and insufficient technical support
continue to affect overall satisfaction levels. The study concludes that continuous digital
training, institutional encouragement, and supportive policies are essential for enhancing both
technological adaptability and teacher satisfaction in the self-financing education sector.
Keywords: Technological adaptation, Job satisfaction, Self-financing institutions, Digital
pedagogy, Faculty development