Job satisfaction has received considerable attention within the community college sector, but there is limited research focused solely on the job satisfaction of foreign-born faculty members employed at community colleges. The purpose of this study was to examine factors associated with job satisfaction among foreign-born faculty members employed at U.S. community colleges. This study addressed the need to better understand foreign-born faculty members within the community college sector. The following research questions that guided this investigation were: (a) which motivator and hygiene factors have the most significant relationship with job satisfaction among foreign-born faculty members at community colleges? (b) to what extent does gender influence job satisfaction among foreign-born faculty members at community colleges? (c) to what extent does academic status influence job satisfaction among foreign-born faculty members at community colleges? (d) are there significant differences in the overall job satisfaction between foreign-born and U.S. citizen community college faculty members? This study was guided by Hagedorn’s (2000) conceptual model and Herzberg’s et al. (1959) theoretical
framework. Variables from Hagedorn’s model were used to measure job satisfaction among foreign-born community college faculty members. A secondary analysis was conducted utilizing data from the 2013 Survey of Doctoral Recipients (SDR). Data were analyzed using both descriptive and inferential statistics to address each research question. Multiple regression and an independent sample t-test were applied to analyze the data. The sample included 214 foreign-born community college members. The multiple regression analysis revealed that opportunities for advancement, salary, degree of independence, and contribution to society were significant in predicting job satisfaction among foreign-born community college faculty members. However, the results indicated that gender and academic status were not significant factors influencing job satisfaction among foreign-born faculty members. The t-test results showed that there was a significant difference in U.S. citizen and foreign-born faculty members’ overall job satisfaction. The findings of this study has implications for community college administrators, faculty members and key stakeholders interested in understanding retention and job satisfaction factors associated with foreign-born faculty members within the community college sector.