Testing a model of turnover intention: Lecturers at the University of Namibia

Abstract

Orientation: Institutions of higher learning lose talented academics to other educational institutions or organisations within Namibia and other countries. In order for higher educational institutions to achieve academic excellence, they need competent and satisfied lecturers.

Research purpose: This study investigates the relationship between basic psychological need satisfaction, organisational commitment, job embeddedness, work engagement and turnover intention of lecturing staff.

Motivation for the study: Academic institutions neglect to facilitate changes with the needed support, impacting negatively lecturers’ work-related attitudes and their intention to stay.

Research approach/design and method: A questionnaire was used to collect the data, and estimates of reliability, confirmatory factor analyses, goodness-of-fit statistics, Pearson’s product–moment correlation and structural equation modelling (SEM) were applied to analyse the data (n = 242).

Main findings: Using SEM, four different paths were found in the model, which explained how the variables collectively impact turnover intention.

Practical/managerial implications: Lecturers should be included in decision-making, should work in a pleasant working environment and be given training opportunities to develop. In order to ensure that institutions reach their goals, job satisfaction needs to be assessed regularly to ensure that lecturers are satisfied, committed and willing to contribute to the success of the organisation.

Contribution/value-add: This study will add to the knowledge within Industrial/Organisational Psychology and guide interventions to retain lecturing staff at Namibian institutions of higher learning.