The Synergy of Knowledge, Experience, and Satisfaction in Engineering Education

Abstract

This study aims to investigate the knowledge mastery, experience, and satisfaction of engineering lecturers at University and Polytechnic in teaching engineering subjects. Using a quantitative approach, data were collected from 248 lecturers across the Civil, Electrical, and Mechanical Engineering departments through a questionnaire. Descriptive statistical analysis via SPSS was employed, analyzing mean scores, Pearson correlations, and regression results. The findings reveal that the lecturers possess a high level of knowledge (mean score = 3.97) in the engineering subjects they teach, particularly in the areas of application (mean score = 4.01) and understanding (mean score = 3.98). Approximately 70.3% of lecturers have adequate teaching experience, which they enhance through peer discussions. Satisfaction levels are also high, with a mean score of 4.12 for job satisfaction and 4.15 for responsibility. The analysis found a weak but positive correlation (0.205) between knowledge mastery and experience, although regression analysis indicated that experience only explained 4.5% of knowledge mastery. In contrast, a strong positive correlation (0.756) was found between knowledge mastery and job satisfaction, with satisfaction accounting for 57.1% of the variation in knowledge mastery. The results suggest that while experience has a limited impact on knowledge mastery, satisfaction plays a significant role, implying that lecturers with greater knowledge of their subjects are more likely to experience higher job satisfaction.