Demonstrating the motivational scale for commitments toward teachers’ turnover intentions using self-determination theory: a case of higher education institutions in Pakistan

Abstract

PurposeThis paper aims to demonstrate the turnover intentions (TIs) among the academic faculty of higher education institutions (HEIs) in Pakistan through their motivation and commitment toward the concerned institution. It inspects the relationship of dimensions of motivation including an absence of motivation (AM), extrinsic motivation (ExM) and intrinsic motivation (InM) with the dimensions of commitment including affective commitment (AC), continuous commitment (CC) and normative commitment (NC) and finally the academic's TIs.Design/methodology/approachThe paper used the self-determination theory (SDT), the theory of organizational commitment (OC) and the theory of planned behavior (TPB) for its proposed model. A sample of 500 academics, working under higher education commission recognized public and private universities in Punjab Pakistan. A structural equation modeling (SEM) conducted for analysis using an algorithm, bootstrapping and blindfolding techniques.FindingsThe outcomes of the research are attention-grabbing, as no direct relationship has been observed between the dimensions of motivation and TIs except InM. The dimensions of commitments are mediating the relationship between motivation and TIs with high significance value. The results reveal a significant adverse effect on TIs through two dimensions of commitment.Research limitations/implicationsAs it is the case of a developing country like Pakistan therefore the finding cannot generalize to developed countries.Practical implicationsThe findings of this research may lead the policymakers and practitioners of HEIs and controlling body to retain their competent teachers.Social implicationsThis research can help the private sector to develop strategies about the retention of their competent teachers within the institutions that not just value the institution but also will be much beneficial for the students and society.Originality/valueThis paper is identifying how motivation is related to TIs and the role of commitment in it at HEIs. Still, no research has been conducted considering this avenue of SDT, OC and TPB

Talent management in private universities: the case of a private university in the United Kingdom

“…These results reflect the OCB definition provided by Ahmad (2018). Maryam et al. (2020) is their research found that motivation influences the level of commitment that resultantly affects the turnover intentions of academicians.…”

“…It adds to the limited research on talent management of senior academics in private universities. Similar research has been conducted by Maryam et al. (2020) in Pakistan and by Wang et al.…”

“…(2020) is their research found that motivation influences the level of commitment that resultantly affects the turnover intentions of academicians. Autonomous motivation and intrinsic motivation played an essential role in developing commitment amongst academics (OCB), whereas extrinsic motivation influenced continuous commitment and normative commitment (Maryam et al. , 2020).…”

“…, 2018, p. 80). Competition for quality students is also matched with competition for professors, ranking, scientific positions, international projects, commercial cooperation, research and project funding (Sandstrom and Besselaar, 2018; Maryam et al. , 2020; Rashid and Mustafa, 2021).…”

“…, 2013). A study in the United States of America (USA) (Maryam et al. , 2020) revealed that approximately 7.7%, full-time faculty members of different universities and colleges switched their jobs for other institutions.…”