Abstract

There is currently a dearth of a culturally sensitive instrument for measuring job satisfaction among university lecturers in Africa, specifically Nigeria. To bridge this gap, we developed and psychometrically tested the Lecturers' Job Satisfaction Questionnaire (LJSQ) in two Nigerian universities. Content validity evidence was gathered through experts' ratings, with a quantitative approach followed in computing content validity indices at the item and scale level. The researchers refined and tested the Lecturers’ Job Satisfaction Questionnaire (LJSQ) through a systematic process. A focus group discussion with 10 university lecturers guided its initial development, followed by pilot testing with 3,122 lecturers divided into three subsamples: 262 for Exploratory Factor Analysis (EFA), 1,300 for Confirmatory Factor Analysis (CFA), and 1,560 for bifactor modelling. Participants were allocated systematically across the subsamples to ensure a balanced distribution. Results of data analysis revealed a five-factor structure encompassing satisfaction with work conditions, workload allocation, remuneration, career advancement opportunity, and research support. The bifactor model demonstrated the best fit, among four competing models supported by reliability measures such as Cronbach’s alpha, Omega coefficients, and split-half reliability, alongside convergent and discriminant validity, confirming its effectiveness in assessing job satisfaction. Conclusively, the applicability of the LJSQ transcends disciplinary and institutional boundaries, providing a foundation for future cross-cultural validation and longitudinal studies. Keywords: