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Objective: The objective of this study was to determine if and to what extent the Big Five personality factors of openness, conscientiousness, extraversion, agreeableness, or neuroticism individually moderate the relationship between the level of education and level of job satisfaction among contact center employees.   Theoretical Framework: In this topic, the main concepts and theories that underpin the research are presented. Herzberg’s Two Factor Theory and John’s BFI stand out, providing a solid basis for understanding the context of the investigation.   Method: The methodology adopted for this research comprises a quantitative correlational approach. Participants include U.S. contact center employees. Data collection was carried out through questionnaires distributed to contact center employees.   Results and Discussion: The results obtained revealed that the individual moderators of the BFI personality traits do not significantly impact the relationship between the level of education completed and the level of job satisfaction for U.S. contact center employees. In the discussion section, these results are contextualized in light of Herzberg’s Two Factor Theory, highlighting that education completion cannot be utilized as a motivator factor in this context even with the addition of the individual personality traits as moderators. Possible discrepancies and limitations of the study are also considered in this section.   Research Implications: The practical and theoretical implications of this research are discussed, providing insights into how the results can be applied or influence practices in the field of business and education. These implications could encompass human resources, management, and post-high-school education.   Originality/Value: This study contributes to the literature by offering a practical contribution to contact center professionals and educational institutions. The relevance and value of this research are evidenced by its potential to impact contact center hiring processes and assessing the value of post-high-school education for contact center employees.

A quantitative correlational predictive study was conducted to determine if and to what extent the level of education predicted the level of job satisfaction, or the extent the Big Five personality factors of openness, conscientiousness, extraversion, agreeableness, or neuroticism individually moderate the relationship between the level of education and level of job satisfaction among U.S. contact center employees. Herzberg’s Two Factor Theory and the Big Five Inventory supported this research. The first research question examined if the level of education predicted the level of job satisfaction in U.S. contact center employees. The second research question examined if this relationship was moderated by openness, conscientiousness, extraversion, agreeableness, or neuroticism. The results of linear regression analysis showed no statistically significant relationship between the level of education and the level of job satisfaction, F(1,87) = 1.90. R2 =.21. (p = .171). Furthermore, the moderation analyses utilizing the PROCESS v 4.2 Model 1 revealed no statistically significant relationship between the effect of openness (p = 0.519), conscientiousness (p = 0.065), extraversion (p = .790), agreeableness (p = .491), or neuroticism (p = .146), on the relationship between the level of education and the level of job satisfaction for U.S. contact center employees. There was a failure to reject both null hypotheses. The results of this study contribute to the body of literature on education, job satisfaction, and personality traits for U.S. contact center employee

Objective: The objective of this study is to investigate the relationship between the level of education completed after high school graduation and the level of job satisfaction among U.S. contact center employees.   Theoretical Framework: In this topic, the main concepts and theories that underpin the research are presented. Herzberg’s Two Factor Theory stands out, providing a solid basis for understanding the context of the investigation.   Method: The methodology adopted for this research comprises a quantitative correlational approach. Participants include U.S. contact center employees. Data collection was carried out through questionnaires distributed to contact center employees.   Results and Discussion: The results obtained revealed that the level of education completed after high school graduation does not significantly impact the level of job satisfaction for U.S. contact center employees. In the discussion section, these results are contextualized in light of Herzberg’s Two Factor Theory, highlighting that education completion cannot be utilized as a motivator factor in this context. Possible discrepancies and limitations of the study are also considered in this section.   Research Implications: The practical and theoretical implications of this research are discussed, providing insights into how the results can be applied or influence practices in the field of business and education. These implications could encompass human resources, management, and post-high-school education.   Originality/Value: This study contributes to the literature by offering a practical contribution to contact center professionals and educational institutions. The relevance and value of this research are evidenced by its potential to impact contact center hiring processes and assessing the value of post-high-school education for contact center employees.