The Role of Learning Agility in Shaping University Teachers' Job Satisfaction

This study investigates how university instructors' job satisfaction and learning agility relate to one another. Due to the rapid and ongoing evolution of higher education, it is necessary to adopt new methodologies and strategies for teachers using technology. The study will employ a quantitative methodology and gather data from university faculty to determine the various aspects of learning agility, including how teachers' job satisfaction is impacted by mental, people, change, and results agility. The results show a strong positive relationship between job satisfaction and learning agility, with learning agility accounting for 39% of the variation in job satisfaction levels. Important moderators include opportunities for institutional support, technical training, and career advancement. Universities should use digital tools, provide opportunities for professional development, and encourage a culture of lifelong learning, according to the survey, in order to boost faculty satisfaction. These results deepen our knowledge of retention and engagement tactics for faculty in higher education. Future studies in a variety of academic domains should look at particular facets of learning agility and how they affect long-term job satisfaction.