Influence of perceived equity, job enrichment, and burnout among educators in Indian private universities on job satisfaction and the desire to quit

Abstract

The desire to quit converts into actual attrition if left unaddressed. Additionally, employees’ job satisfaction strongly influences their desire to stay or leave. Several individual and organizational factors affect job satisfaction levels, all of which must be thoroughly analyzed to curb both the desire to quit and attrition. The current study tests a model associating perceived equity, job enrichment, and burnout with job satisfaction and the desire to quit of educators employed in private universities in India. Data were collected from 272 university faculty members using five scales, namely, job enrichment, perceived equity, employee burnout, job satisfaction, and intention to leave, and were analyzed using AMOS 17. The initial fitness results failed to support the hypothesized framework, but a revised framework yielded a good fit for the data. Results show that perceived equity has a positive influence on job satisfaction (Hypothesis 2), job enrichment positively affects job satisfaction (Hypothesis 3), burnout negatively influences job satisfaction (Hypothesis 4), and job satisfaction negatively affects the desire to leave (Hypothesis 1). Perceived equity, burnout, and job satisfaction were found to mediate the association between job enrichment and the desire to leave. The results indicate that private universities must focus on job satisfaction to reduce employees’ desire to quit, thereby reducing the attrition level, which is currently a severe problem with both financial and non-financial consequences to universities. From the results, it can be seen that job enrichment has acted as a mediator to influence employees’ job satisfaction. Future research can explore HR practices contributing to high job enrichment, and this study would have considerable practical implications.

Burnout and Emotional Intelligence: Their Relationship to Work Performance of Tourism Management Graduates

“…While the complete correlations between burnout and work performance subscales are presented below, it must be noted that of all the burnout subscales, there was a positive correlation between personal achievement and the work performance subscale such as personal accountability rs (98) = .26, service excellence rs (98) = .25, also professionalism and functional expertise are significant and positively correlated, rs (98) = .31, rs (98) = .30 respectively. The result somehow supports that there is a significant association between job satisfaction and sub-dimensions of burnout (Annamalai, 2022). The increase in personal achievement level will increase professionalism and functional expertise among UM tourism management graduates.…”

The development and evaluation of a scale to assess job satisfaction in public universities with item response theory: a Brazilian study

“…This suggests a strong correlation between perceptions of fairness and JS. Supporting this, Annamalai (2022), found that perceived equity positively influenced JS. Additionally, to reach this level of satisfaction, employees must feel completely safe at their university workplace.…”

“…The “Dissatisfied” level indicates that workers partially agree with aspects related to incentives for course participation, event attendance, and training programs. Providing employees with opportunities for personal and professional growth, such as skill development, career advancement, and challenging tasks, can influence JS (Annamalai, 2022; Moloantoa and Dorasamy, 2017). Desselle and Conklin (2010) regression model highlighted institutional and department chair support as significant determinants of JS.…”

Public-private partnership as a mechanism of education management in the structure of the social and investment model of economic growth

“…The essence and specifics of using public-private partnerships in the modern economy, as well as specific experience of using this mechanism in education, are considered in the works Mitra (2020), Nayak (2019), Opawole and Jagboro (2018), Opawole et al (2019), andZhu et al (2019). The financial aspects of education management in the structure of the social and investment model of economic growth are studied in the works Abildaeva et al (2022), Annamalai (2022), Ashour et al (2019), Dobrosotskiy et al (2019), Ramaditya et al (2022), Sanz and López-Iñesta (2022), Wright and Horta (2018).…”