Final Turnover Thesis - Adi Albaqami 1-11-2016 .PDF 2

DETERMINANTS OF TURNOVER INTENTION AMONG
FACULTY MEMBERS IN SAUDI PUBLIC UNIVERSITIES
ADI ALBAQAMI
SUPERVISED BY:
Dr. DAVE REDFERN
A DISSERTATION SUBMITTED IN PARTIAL FULFILLMENT OF THE

REQUIREMENTS OF THE BUSINESS SCHOOL FOR THE DEGREE OF. DOCTOR
OF PHILOSOPHY
UNIVERSITY OF SALFORD
PhD. Thesis 2016

Abstract
The current research aims to investigate the determinants of turnover intention
among faculty members at Saudi public universities. Turnover intention defines the
intention of an individual to leave their current position of employment, and these
concepts have been shown within previous investigations to be the desired plan by
an employee to leave and search for another position. Moreover, turnover intention
has been demonstrated to be a proximal antecedent, which exhibits the perceptions
and understandings of employees in relation to alternatives for the possibility of
jobs. The determinants of turnover intention are divided into three sections: the
demographic variables (i.e. age, gender, tenure and position), the organisational
variables (i.e. interpersonal relationships, working environment, and payment
justice), and individual variables (i.e. organisational commitment and job
satisfaction) for faculty members who are working in Saudi public universities.
The current study was conducted in the remit of five public universities within the
region of Al-Riyadh in Saudi Arabia (King Saud University, Al-Imam University,
Prince Salman University, Al-Mujam’ah University and Shaqraa University.
Furthermore, the Statistical Package for the Social Sciences (SPSS) Version 20 was
used to analyse the data findings, and the analysis incorporated the generation of
statistics in the analysis of the demographics and general profile of the respondents,
as well as the frequency distributions that were generated for each demographic and
descriptive variables. A regression test was conducted to measure the correlation
between individuals, the organisational and demographic variables, and the
effectual turnover intention among faculty members.
It was revealed that the most imperative determinant to affect turnover intention
was interpersonal relationships, which demonstrated relative importance (70.4).
This was then followed by the working environment, job satisfaction, organisational
commitment, turnover intention, and the payment justice respectively. Additionally,
it was confirmed that no significant impact existed in turnover intention at Saudi
Arabian universities from the determinants of age of a faculty member or tenure.
Nevertheless, a significant influence of a faculty member's gender and position on
turnover intention did exist. However, no significant impact is evident at Saudi
Arabian Universities in relation to the interpersonal relationships of faculty
members on their overall turnover intention. Similarly, no direct impact exists at the
Saudi Arabian Universities between organisational commitment and the turnover
intention of faculty members. There is a significant impact at Saudi Arabian
Universities from job satisfaction upon the turnover intention of faculty members.
It has been determined that it is becoming integral for all Saudi Arabian academic
organisations to adopt the most suitable approaches in order to implement the
reduction of turnover intention for faculty members. Universities within the country
may be able to reduce the turnover intention of its faculty members through
improving its working environment and its payment system, which will ultimately
lead an increase in faculty members’ job satisfaction. Additionally, within Saudi
Arabian universities, the working environment, payment justice, and job satisfaction
determine the turnover intention of faculty members. Furthermore, two
demographic variables are present within this formulation, which are associated
with faculty members’ overall turnover intention: gender and their job position.
The researcher recommends that future research is required with the intention to
incorporate additional universities in other Saudi districts in order to create a more
substantial generalization.
[i]
Declaration
This is to certify that the work presented in this thesis is my own work, and the thesis
includes no material that has been previously published or submitted for another
degree, except where due reference has been indicated in the thesis. I confirm that the
word length of thesis does not exceed the maximum word limit that is set by the
degree committee.
[ii]
Acknowledgment
First of all, I am grateful to the God for the good health and wellbeing that were
necessary to complete this thesis. I would like to express my great appreciation to my
supervisor who has been a wonderful guide for me. I would like to thank him for his
support of my PhD study and for allowing me to grow as a researcher. Your advice
and insightful comments have been invaluable.
My gratitude is also due to my committee members for their priceless comments and
suggestions. I also want to thank you for letting my defense be a pleasurable moment.
I would especially like to thank to the Business School, librarians and send my
gratitude to all the research participants. All of you have been there to support me for
the whole period of my PhD thesis.
Words cannot express how grateful I am to my mother; your everyday prayer for me
was what sustained me thus far. I want to thank my brothers and sisters for their
support that helped me move constantly ahead to complete this thesis.
At the end, a special thanks to my wife, daughters and son for all of your sacrifices. I
would also like to thank you for supported me during my PhD journey and
encouraged me to strive towards my goal.
[iii]
Table of Contents
ABSTRACT ............................................................................. ERROR! BOOKMARK NOT DEFINED.

DECLARATION ..................................................................... ERROR! BOOKMARK NOT DEFINED.
ACKNOWLEDGMENT ......................................................... ERROR! BOOKMARK NOT DEFINED.
TABLE OF CONTENTS .................................................................................................................... IV
LIST OF TABLES ................................................................... ERROR! BOOKMARK NOT DEFINED.
LIST OF FIGURES ................................................................. ERROR! BOOKMARK NOT DEFINED.
CHAPTER ONE ...................................................................... ERROR! BOOKMARK NOT DEFINED.
1.1 INTRODUCTION ......................................................................... ERROR! BOOKMARK NOT DEFINED.
1.1.1 Saudi Higher Education: Issues and Challenges ........................ Error! Bookmark not defined.
1.1.2 Saudi Arabia Universities ......................................................... Error! Bookmark not defined.
1.2 RATIONAL OF THE STUDY ......................................................... ERROR! BOOKMARK NOT DEFINED.
1.3 RESEARCH JUSTIFICATION AND MOTIVATIONS ........................... ERROR! BOOKMARK NOT DEFINED.
1.4 RESEARCH FOCUS ..................................................................... ERROR! BOOKMARK NOT DEFINED.
1.5 RESEARCH AIM AND OBJECTIVES .............................................. ERROR! BOOKMARK NOT DEFINED.
1.6 RESEARCH QUESTIONS SUB-QUESTIONS .................................... ERROR! BOOKMARK NOT DEFINED.
1.7 RESEARCH SCOPE ..................................................................... ERROR! BOOKMARK NOT DEFINED.
1.8 CONCLUSION ............................................................................ ERROR! BOOKMARK NOT DEFINED.
CHAPTER TWO: LITERATURE REVIEW ......................... ERROR! BOOKMARK NOT DEFINED.
2.2 EMPLOYEE TURNOVER.............................................................. ERROR! BOOKMARK NOT DEFINED.
2.3 EMPLOYEE TURNOVER INTENTION ............................................ ERROR! BOOKMARK NOT DEFINED.
2.3.1 Development of Turnover Intention Process Models .................. Error! Bookmark not defined.
2.3.2 Theories Explaining Turnover Intent Behaviour ........................ Error! Bookmark not defined.
2.3.3 Determinants of Turnover Intention........................................... Error! Bookmark not defined.
2.3.4 Determinants of Turnover Intentions in the Education Sector..... Error! Bookmark not defined.
2.4 ADVANTAGES AND DISADVANTAGES OF T URNOVER INTENTION . ERROR! BOOKMARK NOT DEFINED.
CHAPTER THREE: RESEARCH METHODOLOGY.......... ERROR! BOOKMARK NOT DEFINED.
3.2 THE RESEARCH ONION ............................................................. ERROR! BOOKMARK NOT DEFINED.
3.3 RESEARCH QUESTION ............................................................... ERROR! BOOKMARK NOT DEFINED.
3.4 ONTOLOGY AND EPISTEMOLOGY............................................... ERROR! BOOKMARK NOT DEFINED.
3.5 RESEARCH PHILOSOPHY ............................................................ ERROR! BOOKMARK NOT DEFINED.
3.6 RESEARCH DESIGN ................................................................... ERROR! BOOKMARK NOT DEFINED.
3.6.1 Descriptive Research ................................................................ Error! Bookmark not defined.
3.6.2 Quantitative Approaches........................................................... Error! Bookmark not defined.
3.7 RESEARCH STRATEGY............................................................... ERROR! BOOKMARK NOT DEFINED.
3.8 RESEARCH APPROACH AND JUSTIFICATION ................................ ERROR! BOOKMARK NOT DEFINED.
3.9 POPULATION AND SAMPLING ..................................................... ERROR! BOOKMARK NOT DEFINED.
3.10 DATA COLLECTION ................................................................. ERROR! BOOKMARK NOT DEFINED.
3.10.1 Primary Sources ..................................................................... Error! Bookmark not defined.
3.10.2 Secondary Sources .................................................................. Error! Bookmark not defined.
3.10.3 The Questionnaire .................................................................. Error! Bookmark not defined.
3.11 METHODS OF ANALYSIS .......................................................... ERROR! BOOKMARK NOT DEFINED.
3.11.1 Data from Questionnaire ........................................................ Error! Bookmark not defined.
3.12 RESEARCH MODEL ................................................................. ERROR! BOOKMARK NOT DEFINED.
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3.12.1 Operationalisation of the Variables ......................................... Error! Bookmark not defined.
3.12.2 Research Hypotheses .............................................................. Error! Bookmark not defined.
3.13 RELIABILITY AND VALIDITY .................................................... ERROR! BOOKMARK NOT DEFINED.
3.14 PILOT STUDY.......................................................................... ERROR! BOOKMARK NOT DEFINED.
3.15 RESEARCH QUALITY ............................................................... ERROR! BOOKMARK NOT DEFINED.
3.15.1 Trustworthiness ...................................................................... Error! Bookmark not defined.
3.15.2 Ethical Issues.......................................................................... Error! Bookmark not defined.
3.16 GENERALIZATION ................................................................... ERROR! BOOKMARK NOT DEFINED.
3.17 LIMITATION OF STUDY ............................................................ ERROR! BOOKMARK NOT DEFINED.
3.18 SUMMARY .............................................................................. ERROR! BOOKMARK NOT DEFINED.
CHAPTER FOUR: ANALYSIS AND RESULTS DISCUSSIONERROR! BOOKMARK NOT DEFINED.
4.1 INTRODUCTION TO RESULTS...................................................... ERROR! BOOKMARK NOT DEFINED.
4.2 RESULTS' DISCUSSION............................................................... ERROR! BOOKMARK NOT DEFINED.
4.2.1 Respondent Demographic ......................................................... Error! Bookmark not defined.
4.3 DESCRIPTIVE STATISTICS .......................................................... ERROR! BOOKMARK NOT DEFINED.
4.3.1 Job Satisfaction ........................................................................ Error! Bookmark not defined.
4.3.2 Organizational Commitment ..................................................... Error! Bookmark not defined.
4.3.3 Interpersonal Relationship ........................................................ Error! Bookmark not defined.
4.3.4 Working Environment ............................................................... Error! Bookmark not defined.
4.3.5 Payment Justice ........................................................................ Error! Bookmark not defined.
4.3.6 Turnover Intention .................................................................... Error! Bookmark not defined.
4.3.7 Relative importance for all dimensions ...................................... Error! Bookmark not defined.
4.4 TESTING HYPOTHESES .............................................................. ERROR! BOOKMARK NOT DEFINED.
4.4.1 First Hypothesis........................................................................ Error! Bookmark not defined.
4.4.2 Second Hypothesis .................................................................... Error! Bookmark not defined.
4.4.3 Third Hypothesis ...................................................................... Error! Bookmark not defined.
4.5 DISCUSSION OF PRESENT RESULTS IN RELATION TO PREVIOUS RESEARCHERROR! BOOKMARK NOT DEFINED.
CHAPTER FIVE: CONCLUSION AND RECOMMENDATIONERROR! BOOKMARK NOT DEFINED.
5.3 RECOMMENDATIONS ................................................................. ERROR! BOOKMARK NOT DEFINED.
5.4 RESEARCH REFLECTION ............................................................ ERROR! BOOKMARK NOT DEFINED.
5.5 RESEARCH LIMITATIONS ........................................................... ERROR! BOOKMARK NOT DEFINED.
5.6 DIRECTION FOR FUTURE RESEARCH .......................................... ERROR! BOOKMARK NOT DEFINED.
5.7 RESEARCH CONTRIBUTIONS ........................................................................................................ 188
REFERENCES .................................................................................................................................. 191
APPENDIX 1 – QUESTIONNAIRE - ENGLISH VERSION ERROR! BOOKMARK NOT DEFINED.
APPENDIX 2 – QUESTIONNAIRE - ARABIC VERSION ... ERROR! BOOKMARK NOT DEFINED.
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List of Tables
TABLE 3. 1: Q UALITATIVE RESEARCH PHILOSOPHY ........................................................................ 91
TABLE 3. 2: THE DIFFERENCES BETWEEN THE TWO PARADIGMS OF INTERPRETIVISM AND
POSITIVISM ............................................................................................................................. 94
TABLE 3. 3: POSITIVISM VS. INTERPRETIVISM ................................................................................. 95
TABLE 3. 4: INDUCTIVE AND DEDUCTIVE RESEARCH APPROACHES ............................................... 103
TABLE 3.5: ADVANTAGES AND DISADVANTAGES OF USING QUESTIONNAIRES ................................ 109
TABLE 3. 6: CRONBACH ALPHA MEASURE FOR Q UESTIONNAIRES ................................................. 118
TABLE 3. 7: CRONBACH ALPHA MEASURE FOR VARIABLES SEPARATELY ..................................... 119
TABLE 4. 1: SOCIO-DEMOGRAPHIC CHARACTERISTICS OF THE SAMPLE (N= 360). ......................... 134

TABLE 4. 2: JOB SATISFACTION OF THE FACULTY MEMBERS .......................................................... 136
TABLE 4. 3: ORGANISATIONAL COMMITMENT............................................................................... 139
TABLE 4. 4: INTERPERSONAL RELATIONSHIP ................................................................................. 142
TABLE 4. 5 WORKING ENVIRONMENT ............................................................................................ 144
TABLE 4. 6: PAYMENT JUSTICE ...................................................................................................... 147
TABLE 4. 7: TURNOVER INTENTION ............................................................................................... 149
TABLE 4. 8: RELATIVE IMPORTANCE FOR THE DETERMINANTS OF TURNOVER ............................. 152
TABLE 4. 9: CORRELATION BETWEEN FACULTY MEMBER'S AGE AND TURNOVER INTENTION ........ 154
TABLE 4. 10: CORRELATION BETWEEN FACULTY MEMBER'S EDUCATION AND TURNOVER INTENTION
.............................................................................................................................................. 154
TABLE 4. 11: CORRELATION BETWEEN FACULTY MEMBER’S GENDER AND TURNOVER INTENTION 155
TABLE 4. 12: CORRELATION BETWEEN FACULTY MEMBER’S POSITION AND TURNOVER INTENTION
.............................................................................................................................................. 155
TABLE 4. 13: CORRELATION BETWEEN INTERPERSONAL RELATIONSHIPS AND FACULTY MEMBERS’
TURNOVER INTENTION ........................................................................................................... 156
TABLE 4. 14: CORRELATION BETWEEN WORKING ENVIRONMENT AND FACULTY MEMBERS’
TABLE 4. 15: CORRELATION BETWEEN PAYMENT JUSTICE AND FACULTY MEMBERS’ TURNOVER
INTENTION ............................................................................................................................. 158
TABLE 4. 16: CORRELATION BETWEEN ORGANISATIONAL COMMITMENT AND FACULTY MEMBERS’
TABLE 4. 17: CORRELATION BETWEEN JOB SATISFACTION AND FACULTY MEMBERS’ TURNOVER
INTENTION ............................................................................................................................. 159
TABLE 4. 18: SUMMARY OF THE HYPOTHESIS RESULTS ................................................................. 160
[vi]
List of Figures
FIGURE 2. 1 SHOWS THE TYPES OF JOB MOBILITY ............................................................................ 19
FIGURE 2. 2: PUBLIC SCHOOL STAYERS, MOVES, AND LEAVERS BY SELECTED SCHOOL AND
LECTURER CHARACTERISTICS, 1999-2000 TO 2000-01 ........................................................... 28
FIGURE 3. 1: THE RESEARCH ONION MODEL PROPOSED ................................................................. 89

FIGURE 3. 2 RESEARCH CONCEPTUAL MODEL .............................................................................. 115
FIGURE 4. 1: RESPONDENT' S GENDER ............................................................................................ 134

FIGURE 4. 2: RESPONDENT' S AGE ................................................................................................... 134
FIGURE 4. 3: RESPONDENT' S DEGREE ............................................................................................ 135
FIGURE 4. 4: RESPONDENT' S POSITION .......................................................................................... 135
FIGURE 4. 5: JOB SATISFACTION .................................................................................................... 137
FIGURE 4. 6: ORGANISATIONAL COMMITMENT .............................................................................. 140
FIGURE 4. 7: INTERPERSONAL RELATIONSHIP .............................................................................. 143
FIGURE 4. 8: WORKING ENVIRONMENT ......................................................................................... 145
FIGURE 4. 9 PAYMENT JUSTICE ...................................................................................................... 148
FIGURE 4. 10: TURNOVER INTENTION ............................................................................................ 150
[vii]
Chapter One
1.1 Introduction
The importance of employees to an organisation has been acknowledged for a long

time, as they play a pivotal role in creating and maintaining a competitive advantage
for their organisations. According to Herzberg (2005), that the issue of attracting and
retaining highly qualified employees stems from a managerial perspective that is more
important than ever previously. Furthermore, the issue of motivating, keeping, and
sustaining employees is considered to be a smart strategy for maintaining
organisational performance and carving out a place in the market in the long term, as
it invests in the valuable resource of human capital.
As employees are so vital for the functionality of performance, employee turnover is a

subject matter that is considered to be one of the most serious obstacles to face
organisations. Anca-Ioana (2013) showed that there are certain factors which
maximise the significant importance of the employee, such as in the process of
changing the world of work, technological development and globalisation. Moreover,
employees are at the forefront of business agendas, which ensures an organisation's
competitive sustainability. The organisation's competitive advantages are ensured
when they pay attention to talented management and guarantee that the right staff
members are hired for the right positions, and are developed, well-administered and
retained from that point on.
Huang et al. (2006) asserted that the practices of human resource management are
reflected in the behaviour and attitudes of employees. It is a well-recognised fact that
any organisation is only considered to be as successful as its employees are.
Employees are an organisation's main source of development and prosperity.
Therefore, organisations are obliged to establish and keep long-term relationships
with their staff members. This includes recognising employees' intentions to leave,
and using preventive methods that forecast factors or causes, to limit them before they
occur.
Scholars and researchers have developed a consensus concerning how intentions

work, to analyse people’s attempts to realise their desires and wishes. Intention is seen
[1]
as the prototypical act of willing to execute reliably certain actions in a specific
situation that is based on the concept of determination as a response to certain stimuli
(Raabe et al., 2007, p.301). Turnover intention is a silent danger that exists in every
organisation, regardless of the type or its activities. The educational institution is one
such organisation that comes under threat from this danger, when its employees and
faculty members are exposed to thinking of leaving their jobs. Turnover intention is
described as "the cognitive process of thinking, planning, and desiring to leave a job”
(Feng and Angeline, 2010: p. 426).
In regards to faculty members and their intentions to leave their jobs or stay, there are
various factors that have direct relationships with turnover intentions. The current
endeavour is an effort to address the intentions of employees to leave their
employment within the public universities of the Kingdom of Saudi Arabia. It is
hoped that this will add to the current research by further describing the factors that
cause this phenomenon in academic institutions. Thus, the present study aims to
investigate the determinants of turnover intention among faculty members of Saudi
Arabian universities, where it will be considered as one of only a handful of studies
investigating similar concepts in this sector.
1.1.1 Saudi Higher Education: Issues and Challenges
Higher education institutions are among those organisations that are moving forward
to manage the issues associated with globalisation. Hence, with the need to produce
workers who can display high performance in any situation, individual performance
has become an important issue to public and private institutions of higher learning
(Lin, 2013, p. 51). In order to be successful in implementing the mission of creating
world-class universities, public and private universities should have employees who
are well prepared both physically and mentally, in order to retain them.
According to Baum and Payea (2013, p.7), higher education is a key building block
for any society that has an ambition for democracy. The best academic environments
for teaching and learning enhance self-confidence, strong social awareness, and
project a real sense of responsibility towards the students (Kleitman and Gibson,
2011). Thus, The World Bank, Washington, DC (1994) indicated that universities
should prepare future leaders, and enhance technical capacities that lead to economic
growth. Based on this guidance, developing countries started improving their
[2]
universities and other institutions of higher education to offer what was needed for
their younger generations to succeed (Vicente-Molina et al., 2013). Furthermore,
Connolly et al. (2013) concluded that higher education is of paramount importance if
economic and social development is to occur. In terms of economics, institutions of
higher learning are mainly responsible for providing individuals with the advanced
information and capacities needed to enter positions in government, business, and
other important professions (Vicente-Molina et al., 2013).
The Ministry of Higher Education of Saudi Arabia was founded in (1975), in order to
oversee, organise and plan higher education in the Kingdom, and to prepare students
that are specialised in scientific and administrative areas with a view to assisting in
accomplishing national development (Ministry of Higher Education, 2013). Basic
education was first introduced in Saudi Arabia in 1932. The country’s founder at that
time, King Abdulaziz Al-Saud, had decided on an extensive programme to build
schools in Saudi Arabia in 1951. Six years later, in 1957, the government built 226
schools with 29,887 students (Saudi Embassy in Washington DC, 2013).
It is worth mentioning that, with regards to the situation of higher education in Saudi
Arabia, a study was recently issued by the Ministry of Higher Education (2013), in the
Kingdom. It defines higher education as an advanced level of study within either the
scientific or humanistic schools. Higher education is seen to be diversifying in order
to cater for all social classes, not only with traditional schools where students study
“on campus”, but also with innovative “off-campus” distance-learning opportunities.
Higher education institutions contribute to supporting society by producing precious
outputs. Consequently, continuous development for this sector has become an
important requirement, since employees and managers in higher education play a
significant role in this essential development (AlKahtani, 2013). On the other hand,
according to Islam (2013), human capital is the most important element that should be
protected by suitable care, using a pathway that supports the achievement of the goals
of organisations which are undergoing development. Hence, this means that
employees of educational/academic institutions in Saudi Arabia should receive more
attention from their managers. In other words, the managers in these institutions have
to deal with employees in an intelligent and pragmatic way, which will duly increase
their performance.
[3]
In relation to the status of education in the Kingdom of Saudi Arabia, Elyas and
Picard (2013) stated that, since the discovery of oil, westernised ideals of education
have gradually influenced the educational systems in the Kingdom of Saudi Arabia. In
particular, they focus on the fields of study that are required by workers in the oil
industry.
1.1.2 Saudi Arabia Universities
Recently, many universities that exist throughout the world have witnessed a rapid
growth in interest with regards to the higher education sector. Most students who are
highly educated come from a higher-income group, which shows the lack of fair
access to education. Thus, the need to implement comprehensive reform is widely
acknowledged, in order to include most students regardless of their background or
income. Accordingly, Salmi and Bassett (2012) have claimed that the presence of
equal opportunity for students in enrolment on higher education programs sheds light
on the economic efficiency, social justice, and stability of a nation.
In Saudi Arabia, there are approximately 100 public and private universities and
colleges. All of these universities and colleges are operated by the Ministry of Higher
Education, but have a high level of independence in administrative and academic
scopes (Ministry of Higher Education, 2013). The first university is known as King
Saud University, which was founded in Riyadh in 1957. Since 2003, the Kingdom has
established these universities and colleges with a budget of $15 billion for 23 million
inhabitants (Hussein, 2013). Moreover, admission into Saudi universities is based on
the general secondary education certificate, along with ability tests that the National
Centre for Measurement and Evaluation prepares. Universities are spread throughout
the kingdom to offer the opportunity for all sections of the population to be educated.
Saudi universities offer many majors in different fields in order to meet workplace
demands for a variety of professions. Additionally, Saudi universities, like all other
universities around the world, are working to accommodate special needs students, as
well as students who have been recognised as gifted in terms of their educational
achievements and successes (Ministry of Higher Education, 2013)
Each of the universities is divided into two parts: a female section, and a male section.
Each section runs separately, but the majority of top managerial positions are held by
staff members within the male section. Furthermore, the prevailing environment of
[4]
the overall university is based on a code of ethics derived from the cultural rituals that
have penetrated the higher education system.
According to the Saudi Ministry of Higher Education (MOHE) (2013), the

government carried out a project for establishing the University of Prince Nora bent
Abd Al Rahman, along with 300 other female-only colleges, in order to facilitate and
consolidate the enrolment of females within the higher education sector in the
kingdom. A moral tradition emerged in the strict gender segregation of all campuses
used during the higher education period in Saudi Arabia (Elyas and Picard, 2012).
Saudi universities are gender-specific, and males attend buildings which females do
not attend, and vice versa. MOHE in Saudi Arabia conducted a study that found that
there is a difference in the number of male students per professor/instructor compared
with females. There are only 16 male students per professor, compared to a ratio of 27
female students per professor/instructor this due to the average numbers of students .
This difference is attributed to the rules that prohibit male professors from teaching
women, and, in fact, female students must ‘attend’ classes via a television screen if
these sessions are delivered by professors who are not female. Thus, the education
system is working to fulfil the concepts of justice and equal opportunity for all
students whether male or female, rich or poor, or young or old (Ministry of Higher
Education, 2013).
1.2 Rational of the Study
Most governments and organisations do not just seek to apply schemes for attracting
new staff members. They also strive to value existing employees more, and thus try to
decrease staff turnover as much as they possibly can. The majority of models for the
justification of turnover intentions suppose that a work environment, and one's
personal reaction to the job, have an effect on making a decision to remain in, or to
leave a job. According to Pamu (2010), the rate of early leaving from the teaching
profession is, approximately, an astonishing 30% among new entrants and, after the
fifth year, falling to between 20-30%. Indeed, high employee turnover has become
common. Employees’ mobility decisions become a critical issue due to downsizing,
and consequently long-term organisational commitments have commenced to mostly
vanish (Huang et al., 2006).
[5]
Despite large numbers of staff leaving, the exit of low performing employees is
actually good for organisations. However, the loss of valuable and significant
employees from organisations results in the loss of the tacit knowledge owned by
those leaving, and these losses have vast impacts on operating costs due to the rising
cost of filling vacant positions. Therefore, employee turnover negates the benefits that
should have been gained by organisations, especially when they spend scarce
resources attracting, selecting, socialising, training, and retaining high performing
employees (Amah, 2009).
Generally, there has been some discussion of turnover intention by scholars who have
produced theories and models for discussing the issue. Nevertheless, there is a need
for an extensive summary of the field. Over the last ten years, the issue of turnover
has undergone a wide-ranging theoretical expansion. Staff turnover is now considered
a serious issue in the field of human resource management.
Employee intention to leave may also adversely affect an organisation, particularly if

the resulting level of turnover is higher than the usual levels. This, in turn, can result
in a decrease in customer satisfaction. Furthermore, employee intention to leave is
linked with recruitment and selection, employment, the direct costs associated with
replacement, with management as well as with pressure on other employees, the loss
of social capital, service quality, training, and the indirect costs caused by low morale
(Aladwan et al., 2013).
Zopiatis et al. (2014) have stated that turnover during the era of globalisation is
becoming a persistent issue within every organisational level, whatever the type or
size. As a consequence, human resources experts must work on solving this problem
by providing training courses and incentives, and by increasing empowerment and
motivation in order to increase employees’ organisational commitments and job
satisfaction, as well as by reducing any job stress employees might subsequently
encounter.
From a financial perspective, Nienaber and Masibigiri (2012) demonstrated that the
process of employee turnover is followed by negative consequences, such as the
hidden, unidentified, uncalculated, and unreported costs from managers’ planning.
The staffing costs that are associated with the loss of knowledge and the loss of some
customer services are very difficult to overcome for organisations. Moreover,
[6]
turnover negatively influences the financial profits of an organisation. Previous
researchers have estimated that hiring and training a replacement worker costs 50% of
that employee's yearly salary, and the expenditure does not stop at that point there
(Boushey and Glynn, 2012). Each case of employee turnover in an organisation
negatively affects its overall productivity because of the learning curve involved in
understanding the tasks associated with both the job and an organisation’s strategies.
Recently, the cost of turnover has become an important issue due to it being a
substantial drain on the operating profits of an organisation. While turnover cost can
be calculated at between 50-100% of an employee’s annual costs, this figure does not
factor in the value of the tacit knowledge that is owned by leavers. What is more, a
high rate of employee turnover is found to result in low productivity, and weak future
revenue development (Amah, 2009). Thus, it appears that turnover in general and
turnover intentions become critical problems in many organisations and institutions
which need support and attention due to its impact on performances cost. In
education, the case does not seem to be different from other businesses in terms of the
danger of turnover, especially in the field of higher education institutions. Bearing this
in mind, it is interesting that hardly any studies have tackled these problems through
the lens of Saudi higher education establishments, which generally depend heavily
upon their excellent staff members for their development.
According to Harrigan (1997), turnovers of retirees, and other terminations, are a

necessity. They are healthy for any institution, and can provide opportunities for
change, development and expansion of academic programs or new curricular areas.
Nevertheless, a significant rate of employee turnover may result in excessive costs, on
top of any costs that are related to employing temporary substitutes until a faculty
place can be filled. Invariably, especially at a research institution, the costs of
employing a new faculty member can be particularly severe, and there is often a need
for laboratory equipment and funding for postgraduate assistants as components of a
start-up package.
Due to the significant role of faculty members in the educational system, such
individuals are considered as very valuable human capital. Furthermore, they are
considered as vital members of a university’s team, and, thus, university management
must make sure they conform to their behaviours and attitudes. Overall, it is
[7]
becoming a necessity for all university leaderships to improve and preserve an
efficacious program of total quality management in a work environment that
encourages employees and fosters their job satisfaction (AL‐Hussami et al., 2011).
The current study will contribute valuable findings with respect to this problem, first
by determining the major factors that play a role in turnover intention among faculty
members in Saudi universities, and then by considering how these determinants
provide a solution, and by making recommendations that can help in reducing
unhealthy practices.
1.3 Research Justification and Motivations
Generally, since the turn of the new century, the question of staff turnover has
received increased attention in many organizations throughout the world. These
industries have all been confronted by this problem at some level of their
development. Hence, companies should have a deep interest in their staff turnover
rate, as it can have a costly impact on the performance of their business (Zahra et al.,
2013). The specific case of how turnover affects higher education institutions is
worthy of special consideration.
Invariantly, a new faculty member does not know students, and the university
community, and as such, the old faculty member leaves their position taking with
him/her knowledge about the institution. Along with the unfamiliarity that the new
faculty member has with their new environment, they will have to face problems
through having little experience, and will exert themselves by trying to solve these
new issues. Faculty members might face some problems in adapting to the new
policies issued by the new administratifon. As a result, universities might witness a
high level of faculty member turnover, which can be a sign of underlying problems in
educational performance that is itself also considered a cause of weak performance of
universities in their overall state.
In any case, turnover among the teaching professions is relatively high among faculty
members, and this reflects the fact that faculty members retire considerably earlier
than other professionals do. The reason for this is the high rate of pensions in teaching
professions, as it is true that faculty members' turnover is higher in comparison to
other professions. However, the total number of retirees is less than the number of
[8]
faculty members leaving the profession for other defined reasons (Harris and Adams
(2007).
As Ramli et al. (2014) have stated, academics are considered as guardians,

disseminators, and creators of new knowledge. For instance, Malaysia, along with
other nations, put a high premium on the academic sector, due to the anticipation that
Malaysia will be a regional centre for international higher education, particularly in
private higher education. Consequently, staff members’ work under pressurised and
stressful conditions which prompt them to intend to leave or actually leave. Such
cases of turnover have a dangerous impact on both the institution and the students,
whether directly or indirectly. Furthermore, , Long et al. (2014, p.99-100) believe that
it is not easy to make organisations change, without shielding the existing employees
from attractive job opportunities and recruitment efforts from elsewhere. It has been
suggested that the old HR management strategy of minimising overall employee
turnover requirements must be replaced with a strategy of influencing those who
decide to leave, as well as when they do.
Miller (2013) has indicated that around 20% of public faculty members in the United
States leave their positions annually and, consequently, student performance will be
affected by principal turnover, the results of have previous study indicated that
student achievement increased significantly following the appointment of new faculty
members. Faculty members and students within a university, where principal turnover
had taken place, perform poorly during the time of principal transition. Harris and
Adams (2007) pointed out that faculty member turnover is typically high, and that this
is seen as a sign of failure in the education system. Turnover behaviour has become
increasingly important in debates about the teaching profession in the United States.
This behaviour leads to a decrease in the number of faculty members available to a
university, and the quality of faculty members is also influenced, especially if the
most competent and qualified faculty members are those who are most likely to leave.
Turnover intention and actual turnover today have become increasingly complex.
Hence, it is important to understand turnover intention as early as possible in order to
allow a planning team to implement preventative actions. Furthermore, an employee’s
intention to leave may direct the attention of an organisation’s management to low
morale, unsatisfactory employment practices, poor indemnity, and poor benefits and
[9]
working conditions. Therefore, employee intention to leave can help management to
assess the appropriateness of their management policies, their organisation’s structure,
and human resource management, as well as its own schemes for retention (Aladwan
et al., 2013).
Staff members within any organisation are considered an essential building block that
requires more and more attention and care. Therefore, organisations have to realize
that the previous success of the employee's performance is not the most significant
factor in assessing them, but, rather, what counts is how he or she will develop in the
future (Bergiel et al., 2009). Additionally, organisations should take care of their
employees in terms of their personal and organisational progress by helping them to
excel on their career path. This should encourage faculty members to exhibit higher
productivity and engagement, and make them less likely to leave the organisation
(Woodruffe, 2006). It is worth mentioning that the level of dissatisfaction is reflected
by the rate of intent to leave, where this is considered as an essential factor for
organisational prosperity and success (Mbah and Ikemefuna, 2012).
Factors that affect employee/instructor turnover intention and actual turnover today
have become increasingly complex. For this reason, the main goal of the current study
has been to identify the causes and stimulators that govern employee turnover
intention, which then leads to actual turnover. All this attention towards turnover
intention is attributed to the psychological, organisational, and economic dimensions
of faculty members and academic institutions. The most important cited factors that
motivate faculty members to stay with their current institutions are job satisfaction,
the nature of the job, equity in payment, payment that meets their expectations,
autonomy, and career advancement (Boeve, 2007; Ng’ethe Iravo and Namusonge,
2012; Seniwoliba, 2013).
In conclusion, this research rationale and its significance stem from the importance of
the topic and its impacts on an organisation in general. Moreover, the impact of the
current research is related to its investigation of the issues associated with higher
education institutions in Saudi Arabia, where most of the former studies focus on
commercial companies and organisations in general. In other words, the originality of
this study lies in the fact that it specifically deals with higher education institutions
[10]
and, as such, will be considered as one of the only works to be analysing and
evaluating within this area.
1.4 Research Focus
The present research concentrates on the determinants of turnover intention among

faculty members at Saudi Arabian universities, and attempts to understand the
phenomenon of the intention to quit among faculty members, and the factors that
impact on the employees' thoughts about leaving their organisations. However, this
study focuses on turnover intention rather than on the actual turnover, because the
employee's intent to leave is considered to be one of the most significant indicators of
actual turnover, and there is predictive power associated with this. Thus, it is
important to investigate the determinants that affect turnover intention which drive
employees to actual turnover.
The behaviour of turnover and turnover intention is one of the most researched
phenomena in the field of organizational behaviour. In the current study, the focus
has been on staff members who intend to leave, instead of focusing on staff
members who enter the institution. Furthermore, the research intends to examine the
indicative significance and complexity of the issue according to the employee and
the organization. The existing models concerning the occurrence of turnover
intention describe factors and moderators which trigger an employees (in the current
study, the faculty member) intention to leave or have turnover intention.
1.5 Research Aim and Objectives
The aim of the current study is to investigate the determinants of turnover intention
among faculty members at Saudi public universities. From this aim, the following
objectives are derived:
1. To evaluate the current situation of turnover intention among faculty members

in Saudi universities.
2. Providing the Saudi universities with a critical evolution related to employees'
turnover intention with an aim to improve its working environments to reduce
turnover intention among faculty members.
[11]
3. Critically analyse the effects of demographic variables, organisational factors,
and personal factors on faculty members' turnover intention.
1.6 Research Questions Sub-Questions
Main Question
What are the determinants of turnover intention among faculty members of Saudi
universities?
Sub-Questions
1. What is the status of turnover intention among faculty members at Saudi
universities?
2. What are the demographic variables that affect a faculty member’s turnover
intention?
3. What are the organisational factors that affect a faculty member’s turnover
intention?
4. What are the personal factors that affect a faculty member’s turnover
intention?
1.7 Research Scope
Job mobility in the Saudi Arabian academic labour market, turnover has become an
important phenomenon in the field of human resources. As turnover leads to both
good and bad effects, it needs to be detected and monitored from an early stage.
Indeed, preventing future incidences of a staff member quitting can be understood
through examining turnover intention (Alshanbri et al., 2015). Thus, the aim of this
research is to clarify the determinants of turnover intention among faculty members at
Saudi universities in the Al-Riyadh region, and to analyse the effects of various
factors regarding turnover intention.
This research discusses the faculty members' turnover intention, as well as the
determinants that drive them to take those decisions in Saudi Arabian universities.
Moreover, the research intends to scrutinize the indicative significance and
complexity of the issues according to the employee, and the organisation itself.
Therefore, the researcher distributes a questionnaire to a range of faculty members in
order to be able to answer questions that are related to faculty member turnover
intention in accordance with factors that affect it.
[12]
1.8 Conclusion
The wellbeing of a university depends on its ability to recruit and retain a talented
pool of professors. National wellbeing depends on our ability to develop a happy,
emotionally healthy, and productive generation of students (Hagedorn, 2000, p. 5).
Therefore, instructors who have intentions to leave are a concern to administrators
because these turnover intentions may eventually cause them to actually leave the
profession, which may lead to resources being wasted on teacher training. Thus, the
purpose of this current study has been to examine the determinants of turnover
intention among faculty members at Saudi universities.
The problem of the intention to leave is often studied in the field of management due
to its negative effects on working environments and organisational performances.
Indeed, the faculty members’ intention to leave may also adversely affect universities,
particularly if the resulting level of turnover is higher than usual levels. Higher
turnover rates for minority faculty members, such as women, can indicate problems
inside the university, for example in regards to issues of equity in salaries, the
education process, or the overall work climate. Therefore, there is a need to help
Saudi Arabian universities to improve their working environments and reduce
turnover intention among faculty members. Turnover issues among faculty member
are common nationwide, and are wide-ranging. This research and other turnover
studies should not be viewed as a way to stop turnover permanently, but they do
represent a way of encouraging institutions to enhance the reputation of their staff, to
create a healthier university environment, and to reduce the cost of losses for both
faculty members and the university. It must also be accepted that even if good
practice is introduced by management in institutions, some faculty members will
eventually leave anyway, which is present even in spite of receiving high internal and
external benefits in their employment. These losses may occur for many reasons such
as good alternative offers, family reasons, and others.
Subsequently, a literature review of the phenomenon of turnover intention and actual

turnover, and some of the turnover process models is presented in the following
chapter.
[13]
Chapter Two: Literature Review
2.1 Introduction
The importance of employees to an organisation has been known for a substantial

amount of time. They play a pivotal role in creating and maintaining a competitive
advantage for their organisations. According to Mbah and Ikemefuna (2012), the issue
of attracting and retaining highly qualified employees is seen from managerial
perspectives more so than ever before.
For this reason, employee turnover as a subject matter is considered to be one of the
most serious obstacles in organisations because of the important position of
employees within companies. Anca-Ioana (2013) has shown that there are some
factors which heighten the significant status of the employee, and these factors
concern the changing world of work, technological development, and globalisation.
Moreover, employees are at the forefront of business agendas, which aim to ensure an
organisation's competitive sustainability. Organisations and companies are paying
increased attention to the search for talented management to guarantee that the right
staff members are hired for the right positions, and are developed, well-administered
and retained. After all, this ensures that an organisation's competitive advantage.
Furthermore, as asserted by Kehoe and Wright (2013), the practices of human

resource management are reflected in the behaviour and attitude of employees; any
given organisation can only be considered as successful through the definition of its
functioning employees. Invariantly, employees are an organisation's main source of
development and prosperity. Therefore, organisations are obliged to establish and
cultivate long-term relationships with their staff members.
In essence, as stated by Greaves et al. (2013), intention is defined according to the

Theory of Reasoned Action and the Theory of Planned Behaviour. As stated by
Greaves et al. (2013) and Arnold et al. (2006), intention is defined as the amount of
effort that an individual exerts to fulfil particular goal/s, as well as a behavioural plans
that enable the achievement of behavioural objectives. Furthermore, intention can be
thought of as the result of a prompted process that requires time, occurs in a liberating
manner, and is relatively stable across a one-year period of time.
[14]
Scholars and researchers have reached a consensus on how intentions work in order to
analyse people’s attempts to realise their desires and wishes. Intentions are perceived
as the prototypical act of willing to execute reliably certain actions in a specific
situation that is based on the concept of determination as a response to certain stimuli
(Gollwitzer, 1993; Khan et al., 2014; Arnold et al., 2006).
Concerning employees and their intentions to leave their jobs or stay, employees'
turnover hinders high levels of productivity and efficiency in all organisations. There
are various factors that have direct relationships with employees' turnover intentions,
in either academic or other types of organisations. Indeed, a convincing body of
evidence is set out in detail within the literature review.
Khan et al. (2014) stated that the higher the turnover rate, the greater the increase in
the costs of training, recruitment, experience socialisation at the expense of
institutions. Many researchers consider turnover a crucial issue for institutions and
prefer 'friendly work life policies' to reduce turnover (Yu, 2008; Khan et al., 2014).
Nowadays, some institutions are more aware of preserving the work-life balance and
provide friendly policies accordingly (Khan et al., 2014).
The current endeavour through the present investigation is an effort to address the
turnover intentions of employees within the public universities within the Kingdom of
Saudi Arabia (KSA), thereby enriching the body of research with knowledge about
the factors that cause this phenomenon in academic institutions. The theoretical
framework for this literature review has been designed through the process of keeping
in mind existing research by a host of scholars. The literature review also addresses
theoretical evidence that clarifies the phenomenon of turnover intention and actual
turnover, and some of the key turnover process models. Furthermore, this study also
analyses the effects of various factors on turnover intention.
Previous related studies of employee turnover with professions other than academia
and the teaching stream are also examined in the present research. The researcher
addresses the issue of turnover and turnover intention using the term 'employee', taken
from the wording of the studies cited. The literature review uses the term 'employee'
for the sake of generality, since there are some shared bodies of information among
professions, academic and non-academic, even though the thesis concentrates on
lecturer turnover, its motivating factors, and consequences.
[15]
2.2 Employee Turnover
No organisation or employer can guarantee any of their employees’ employment.

However, organisations seek to offer reasonable opportunities to employees, to build
their capacities and skills in the marketplace. These will sometimes enable them to
find another job alternative in more favourable circumstances, or in cases of job loss
or job insecurity, as noted by Long et al. (2012a). Subsequently, it can be said that
employee turnover is a normal phenomenon which might occur either from the
request of the employee or the employer, and the following literature explains this
point more specifically.
Even though there has been research into the significance of turnover from scholars
and researchers who have produced previously related theories and models, there is a
need for an extensive analysis of the field. Within the period of time through the last
decade, the issue of turnover has witnessed significant theoretical expansion. Staff
turnover has been considered a serious problem, and more recently in the field of
human resource management. A thorough debate on turnover has been circulating in
the arena of research concerning organisations and management in general, and
concerning turnover in particular. This can be built upon to address the more specific
questions proposed by this present study.
Rahman and Nas (2013) have defined turnover as an employee that permanently
leaves the boundary of the organisation. Furthermore, this study has found that skill
acquisition, career advancement, and recognition of performance stimulate
organisational retention and commitment. It is important to note that organisations
attempt to employ the right staff, to improve their skills and capacities through
training and skills acquisition, and support them in order to positively influence an
organisation as a whole. According to Suzuki (2007), employee turnover is a ratio of
the number of employees that a company must replace in certain periods of time.
Suzuki employed a formula to measure the ratio of staff turnover, which is as follows:
Labour turnover = (number of staff leaving per year/average numbers employed

during a year) * 100
Urbancov and Linhartov (2011) defined turnover as a type of intercompany mobility

in which another organisation may benefit from an employee and gain new
[16]
knowledge. In this regard, it can be considered a transfer of employees from an
organisation to one of its competitive rivals. The result of the study by Nienaber and
Masibigiri (2012) on employee turnover, which was researched extensively in the
USA, Australia, and the UK, speaks of employee turnover in terms of voluntary
turnover. Voluntary turnover is described as the unplanned loss of employees who
leave the company, when employers would prefer to keep them. Moreover, voluntary
turnover has two main types: avoidable or unavoidable. The avoidable type is
preventable as it is represented by a change in place of employment, or by early
retirement. Meanwhile, the unavoidable (unpreventable) type involves factors which
cannot be controlled, such as the death of an employee. This research focuses on
avoidable voluntary turnover, the factors causing it, and measures adopted to prevent
it.
Meanwhile, on the other hand, Lee et al. (2006) have argued that turnover
measurement is problematic in essence. There is no agreement on what is voluntary
turnover, since it depends on the individual responses into the reasons why an
employee might leave his or her workplace. Voluntary employee turnover concerns
situations where an employee has the physical opportunity to continue working with
the same organisation at the time of termination. Hence, the employee is not headed
for termination. As companies have no intention to terminate staff in these cases, it
must be that voluntary employee turnover cases concern other factors, such as non-
mandatory retirement, family resettlement, or the possibility to leave for a better job
offer.
Kaplan and Minton (2012) have addressed two different types of turnover: internal
and external. Internal (standard) turnover is the turnover associated with an
organisation's board of directors, which is related to three distinct elements from the
firm’s total stock performance. Turnover is sensitive to the stock performance of a
company relative to its sector or field, and the stock performance of a particular field
or sector is also related to the stock market, as well as to the performance of the stock
market overall.
On the other hand, external turnover is turnover which occurs due to a merger or
bankruptcy. In most regression specifications that is not related to stock performance,
[17]
since the takeovers are not distributed according to disciplines (Kaplan and Minton,
2012).
In contrast, Kim (2014) suggests that the definition of turnover can be thought of as the
process of a withdrawal decision in a sequence of psychological steps: (1) evaluation
of the job, (2) experience of job dissatisfaction, (3) thinking of leaving, (4) evaluation
of expected utility of search and cost of leaving, intention to search for alternatives,
(5) evaluation of alternatives, comparison of alternatives, (6) evaluation of
alternatives, (7) comparison of alternatives with the current job, (8) intention to
leave/stay, and, (9) leave/stay.
Ng et al. (2007) have argued that the behaviour of individuals who adjust to new
positions where they feel comfortable with their current jobs is called job mobility, a
type of turnover behaviour which can be divided into various types. Overall, there are
thirteen types of job mobility emerging from three main mobility dimensions, as
Figure 2.1 shows. It is worth mentioning that external job mobility might take place
within one occupation, or across a range of occupations, as people can, and invariably
do, change professions. Nonetheless, turnover that occurs within the same type of
employment is more likely to become the more important in terms of individuals'
careers. It should be noted that it is typically the more qualified employees, managers,
and professionals who increasingly occupy a larger share of the labour market, and it
is advisable that one studies their mobility experiences rather than those of less
qualified or unqualified workers.
As Figure 2.1 below shows, the types of job mobility are in various stages (Ng et al.,
2007). Firstly, Internal-upward Mobility, which refers to job changes, such as
promotions within the same organisation. Secondly, there is internal lateral mobility,
which refers to job changes within the same organisation and at the same hierarchical
level. Thirdly, there is an external-upward mobility, which concerns job changes that
are characterised as promotions but with different employers. Fourth, there is an
external lateral mobility, which refers to one accepting a job at the same hierarchical
level but with a different employer. Fifthly, there is internal downward mobility, and
this refers to a reduction in rank or status within the same organisation. Indeed, it has
been said that downsizing is more common in the current work environment and
employees might accept a reduction in rank or status in exchange for continued
[18]
employment. Finally, there is external-downward mobility, which involves a change
of employers, as well as working at a lower hierarchical level.
Job Mobility
Status Employer Function
Upwards Lateral Downwards Internal External Same Change
Status-Employer
Internal External Internal External Internal External

Upwards Upwards Lateral Lateral Downwards Downwards
Figure 2. 1: Shows the types of job mobility
In contrast, an explanation of employee turnover is provided by Borghans and

Golsteyn (2012), who indicated that moving between jobs might be motivated by
various diverse factors. Employee turnover or job mobility might be classified as
substantial or minor job-to-job moves. It can be stated that individuals may move
from one job into another alternative within the same field. Meanwhile, some
employees might move into another type of profession altogether. Another distinction
may be made between voluntary and involuntary job employment. This distinction
refers to employees who might change their occupation because they anticipate that
they will be fired, laid off or discharged in the near future.
Alternately, Mincer and Jovanovic (1981); Borghans and Golsteyn (2012) do not
differentiate between voluntary and involuntary turnover. However, a variety of
previous researchers have demonstrated that voluntary and involuntary job mobility
influences the cumulative salary system in different ways. Some of the involuntary
reasons are exemplified by the following circumstances: closing a company,
discharging, firing an employee or leaving off employees. The reasons for voluntary
[19]
turnover are represented in cases when employees leave to take another job, become
pregnant, or when an employee leaves for their own personal reason.
It is worth noting that Mbah and Ikemefuna (2012) highlighted another kind of
employee turnover that is based upon the direction of mobility, whether within
departments of one organisation, or into a totally new organisation. The former is
called internal, where an employee leaves his or her current assignments and assumes
new responsibilities within the same organisation; the second one is termed external,
where the employee moves into a different organisation, either assuming the same
roles or different ones. Moreover, Mowday et al. (2013) have indicated that the term
''turnover'' is used to mean voluntary termination of the membership of an
organisation by an employee.
Liljegren and Ekberg (2009) on the other hand, defined job mobility in the same way
as turnover; as a change of workplace, and the ‘Intention to leave’ is addressed as a
sign and an indicator of mobility as a substitute for actual turnover behaviour. A
variety of previous studies (Murrells 2008; Liljegren and Ekberg 2009) have
examined the predictive associations between turnover intentions / actual turnover
behaviour, and their determinants or factors (e.g. attitudes, norms, behavioural
control, and alternative job opportunities). Moreover, the Liljegren and Ekberg study
confirmed that not every employee who expresses a strong turnover intention at a
specific point in time will carry out this intention in terms of actual turnover
behaviour. Turnover should be studied as a process that comprises of various
mediating factors, instead of studying turnover and intentions as a single event, which
enables clarification on all the stages in the turnover process.
A study by Lee et al. (2006) examined the impacts of four kinds of benefit plans on
employee turnover at firm level in the Taiwanese manufacturing industry. The
following benefits were addressed in the study: retirement funds, pensions, severance
pay and fringe benefits. With respect to a firm's employee turnover rate, the results of
the study revealed that retirement fund and fringe benefits are negative, while
severance plans are significantly positive. Furthermore, it was found that the influence
of pension plans is negatively related to employee turnover in larger or more highly
educated companies, but that this is positive for companies and organisations with a
lower educational level. Finally, the study found that firm size is also negatively
[20]
related to employee turnover, and that employee educational levels are positively
correlated with employee turnover behaviour.
According to Morrell et al. (2004), organisations that invest in their staff members are
able to build a reputation for valuing and improving their employees, and for retaining
the best minds on the market. Where there are advantages for employee maintenance,
one significant advantage is that maintenance leads to a more competent workforce,
and a second key advantage is that costs associated with absenteeism and high
turnover are reduced. Woodruffe (2006) has added that organisations that take care of
their employees and their personal / organisational progress assist them in excelling
on their career paths. Consequently, employee productivity and engagement will be
increased, and workers are less likely to leave a company.
A research paper by Kye (2008) addressed job mobility within the labour market
since the 1997 economic crisis in Korea. That crisis required an intervention by the
International Monetary Fund (IMF) and had deep and severe consequences for the
Korean labour markets, as the result was a high instance of job instability. The high
levels of employee turnover in Korea are analysed by concentrating on structural
change in labour markets, and these major findings of the study indicated various
factors. Firstly, internal labour markets decreased between 1998 and 2000. Secondly,
it was found that the effects of job stability in the internal labour market on employee
turnover vanished within the same time period. Thirdly, the degree that internal labour
markets influence job mobility depends on the level of structural change. Invariantly,
the effect of the internal labour market on job mobility is characterised as being strong
in conflict, disorder, or confusion, and within contracting industries, but this effect
became weaker at that specific time.
There are various theories, such as the “Two factor theory” and Herzberg's theory,
that explain the reasons behind the tendency of employees to leave employment. One
of these stems from a two-factor theory that links employee turnover and job
satisfaction, which is called the prime generator of Motivation-hygiene theory (Lin et
al., 2015),, also known as “Two factor theory”. It has proposed that job satisfaction is
positively correlated with job performance levels. There are various factors that
contribute to job satisfaction, all of which are motivation and hygiene factors on this
view. Job satisfaction is regarded to be the consequence of achievement, recognition
[21]
(verbal and non-verbal), tasks and responsibilities, company policy, administrative
practices, supervision, interpersonal relations, physical working conditions, job
security, benefits and salary.
Nyamubarwa (2013) has critically analysed Herzberg’s theory, and Nyamubarwa

argues it views strict employee supervision as an extrinsic factor and a '' dissatisfier''
as much as a ''demotivator''. The positive attitude of the supervisor towards
subordinate employees enhances the attitudes of his or her employees towards their
job, the manager, and the organisation as a whole. Consequently, employees build
intrinsic motivation and a strong rapport between intrinsic and extrinsic motivation.
As result, the theorists agree with each other that there is a positive relationship
between job satisfaction and performance levels, which means that a higher level of
job satisfaction leads to a stronger tendency to stay in the organisation.
Khatri et al., (2001) conducted a study in Singapore that focused on the concern of the
effects in relation to various categories of job satisfaction on turnover intention. Their
categories are as follows: supervision, company identity, type of job, working
conditions, financial rewards, and career prospects. That particular study indicated
that turnover intention in Singaporean companies related to job-hopping attitudes,
procedural justice and organisational commitment.
Since all of the above mentioned factors can both serve to diminish job dissatisfaction
and to increase job satisfaction, managements should redirect their aim and begin
focusing their efforts on motivation factors. Lin et al. (2015), the prime generator of
Motivation-hygiene theory pointed out that employees, lecturers or otherwise, stay in
their position provided that their needs and requirements are satisfied, and provided
that they are well-motivated. Nonetheless, once their income does not meet their
expectations, they will become dissatisfied, and may subsequently leave for better
employment opportunities that fulfil their expectations. Mbah and Ikemefuna (2012)
found that extrinsic factors such as salary and supervision, which Herzber duly named
as ‘demotivators’, do not improve job satisfaction. However, intrinsic factors such as
achievement, recognition, personal advancement, and autonomy stimulate job
performance, and that does improve job satisfaction, which in turn is reflected
positively in employee turnover. This demonstrates that those ‘demotivators’ create
barely any positive effects on employees' turnover intentions.
[22]
In addition, another theory that has been integrated is the 'Expectancy Theory', which
examined the relationship between job satisfaction and organisational attainment and
commitment. This was developed by Noe et al. (2014), and states that when
employees are able to choose autonomously, they choose the option that guarantees
the greatest reward. In general, individuals’ beliefs are based on their past
experiences, self-confidence, and/or goal achievement. Moreover, there are three
major elements on which the theory stands, which are: expectancy, instrumentality,
and valence. Expectancy stands for a great deal of effort made by the employee,
where they expect to be rewarded as the effort put into the work demands. If
employees feel that the efforts made are fruitless, their productivity will decline as a
result. As far as instrumentality is concerned, it depends on trust and company
policies. Once an employee works hard, the outcomes that are expected are in the
form of a salary increase or promotion, or, often, in the form of recognition. The third
element is valence, which refers to the value an individual places on an event or
outcome in terms of the overall company. Thus, employees must be rewarded in
forms that match their expectations, as they will become poorly motivated once those
rewards have a low valence. Based on this assumption, employees are unlikely to
leave their positions when they are aware that their performance is measured,
evaluated, and rewarded positively. Contrastingly, when these factors are not met,
they become likely not to stay.
Unsurprisingly, it has been argued that there are various causes that lead employees to
leave their jobs. . Dwivedi (2013) has indicated that actual turnover and turnover
intention arise from various factors, including relational perspectives (i.e. network
centrality, perceived colleague support, interpersonal relationship behaviour), job
attitudes (i.e. job satisfaction and organisational commitment), and integrative
behavioural criteria (i.e. performance, lateness, absence, intent to leave, and job
embeddedness).
Job satisfaction is directly related to employee turnover intention. Lee et al. (2012)
stated that the causes that influence job satisfaction are sophisticated and intertwined
with one another. The factors most commonly mentioned are factors that relate to the
work environment, and those related to interpersonal relationships. Shapira-
Lishchinsky (2012) pointed out that job satisfaction (among lecturers and other
employees) is defined as the emotional attitudes and affective attachment that results
[23]
from the judgment of whether one's job matches the value that one expects from the
job itself. This might mean the job in its entirety, or relate to one single aspect, such
as interpersonal environment, leadership style, or salary. Job satisfaction is thus an
important predictor of the future in regards of staying or leaving.
Van der Heijden et al., (2009) stated that job satisfaction is composed of different
determinants that influence the employee's decision to leave or stay. These
determinants concern autonomy (i.e. the state of being self-governed at work), and the
level of freedom that an employee has to feel in order to conduct the roles and
responsibilities assigned to him/her. In general, autonomy has a positive impact on job
satisfaction, and consequently, a lack of autonomy will be reflected negatively in the
level of turnover intention, the nature of a job, and supervision.
Additionally, Tian-Foreman (2009) affirmed that job satisfaction refers to the degree
of satisfied/dissatisfied needs that stem from the previous job experiences of an
employee. Thus, organisational aspirations are met through the abilities of employees
who fulfil the goals and achieve the aims that the company is eager to attain. On the
contrary, unqualified employees who are incapable of achieving the needs of a
company will be dissatisfied. This is because their levels of financial and verbal
reward, compensation or recognition will match the amount of effort exerted to
achieve their tasks. If their level is naturally lower, their rewards will be
correspondingly low, and thus unattractive. As a result, lower levels of dissatisfaction
will have a negative impact on rates of intent to leave, as shown by the study by Mbah
and Ikemefuna (2012), which was conducted at Total Nigeria PLC in Lagos State.
The organisation followed a standard payment structure, promoted a favourable job

nature, and encouraged cooperative supervision that elevated the level of job
satisfaction which, in turn, would reduce employee turnover and increase the
company's degree of retention. Thus, job satisfaction is clearly an essential factor in
organisational prosperity and success.
Correspondingly, Shapira-Lishchinsky (2012) declared that rates of absenteeism are

consistently and negatively associated with job satisfaction. Thus, it is detrimental
that employee performance is correlated negatively with job satisfaction. As a result,
if employees are not adequately rewarded both verbally and in financial terms, they
will attend work less and less, or even leave. Additionally, a larger sized organisation
[24]
offers their employees better opportunities for development and higher salary levels.
Hence, increased organisational commitment and attachment should have increased
positive consequences (Gozukara and Yildirim, 2015).
It has been argued that another factor that is considered to be integral to the process,
according to Aladwan et al. (2013), is the educational attainment of employees. This
contributes positively to their turnover rate, whether they are old, illiterate, or do not
hold any certificate or educational qualifications. Indeed, those who are concerned in
this manner typically master their job or craft, get promoted within the hierarchical
rank of the organisation and do not leave their post.
Moncarz et al., (2009) suggested one more factor that influences employee turnover,
which is employee involvement in decision–making, aim setting, and team working.
Being involved in these activities facilitates heightened feelings of job satisfaction,
and will reduce employee turnover rates. Moreover, that particular research focused
on quality management that facilitated productivity gains, which subsequently
resulted in a positive influence on organisational motivation and commitment.
An article by Borghans and Golsteyn (2012) aimed to investigate job mobility

patterns in European countries, Japan, and the United States. The reason for
conducting such research was to reply to the claim that job mobility in the United
States had been higher than job mobility in Europe, and that job mobility in Japan had
been mostly absent from practice. Nonetheless, this is a difficult task, as studies that
empirically examine job mobility outside the United States are unfortunately sporadic,
and it is hard to make comparisons between different countries, in part due to
differences in data sources. Despite the challenge, the researchers carried out a
uniquely consistent study of a dataset concerning college graduates' job experiences
during the first three years following graduation. The data was gathered from eleven
European countries, and from Japan, and the results were compared with college
graduates' job experiences during the first three years post-graduation in the United
States. Invariably, the findings indicated that college graduates hold almost 1.6
employment positions during the first three years following their graduation in the
European countries. Specifically, it was noted that there are large differences in
average employee turnover within Europe as a complete continent. For instance, in
Norway and the Netherlands, college graduates hold the equivalent of virtually half a
[25]
job more than those in France, Sweden and Germany. Meanwhile, the employee
turnover average reached almost 1.4 jobs in Japan during the first three years after
graduation.
Additionally, the research in the field of employee turnover is considered voluminous,

and various empirical studies in organisational behaviour have concentrated on the
personal and organisational precursors of turnover, paying little heed to the effects of
Human Resource Management (HRM) practices on the behaviour of actual employee
turnover or turnover intent at the studied organisations. Nyamubarwa (2013) has
affirmed that it is much better to examine the turnover intention of employees and
take remedial action in time than to address this behaviour following its actual
occurrence. In fact, previous related studies have found and revealed that effective
HRM initiatives improve employee retention, and enhance worker performance. Once
HR teams pay attention to the main initiative that an organisation requires in order to
reduce turnover, they consequently increase employee retention (Bergiel et al., 2009):
(1) Organisational mission, goals, and direction,

(2) Collaborative culture and communication,
(3) Work environment and job design,
(4) Employment and promotions,
(5) Client's priorities,
(6) Offering training courses,
(7) Employee recognition, financial rewards, and compensation,
(8) Employee performance, assessment, and advancement,
(9) Leadership and human resource management membership.
Khatri et al. (2001) highlighted that there are reports in the popular press that
emphasise the costs and cases of cessation related to turnover within organisations or
companies, and that these reports suggest these issues perpetuate without reduction in
intensity or strength. These reports aim to find solutions to these issues, which are of a
great concern, as the problem of turnover has become imperative even at the national
level and has been considered serious enough to be brought up in government
discussions. In particular, foreign investors and manufacturers in Singapore and other
Asian countries are concerned about the rate of job-hopping (one type of turnover).
[26]
Turnover among academic staff has various factors and determinants. One specific
study by Miller (2013) has indicated that around 20% of public school principals in
the United States leave their positions annually, and that most educational institutions
are headed by principals with fewer than ten years. Accordingly, student performance
will be affected by principal turnover. The phenomenon of principal turnover is
common nationwide and is particularly widespread, especially in low performing
schools which are located in high poverty communities. Due to all these negative
consequences of principal turnover for an academic institution as a whole, specifically
with respect to poor students, there is a need to shed more light on lecturers or
principal turnover, and how changes in school leadership might have detrimental
effects on students and their performances. Indeed, a new principal is not capable to
know students, lecturers, and the school community, as the previous principal will
have left their position and taken the knowledge in relation to the institution with
them.
Along with the unfamiliarity of new principals with the new educational environment,
they may be forced to address problems whilst possessing experience of them.
Lecturers might face issues in adapting to the new policies issued by the new
administration. As a result, schools might witness high levels of lecturer turnover,
which can be a sign of underlying problems in school performance generally. Miller
also took the view that principal turnover causes a decline in student performance and
brings the standards of scientific achievement down. These achievements can
continue to fall for two years, not only because of frequent principal turnover, but also
following the installation of a new principal, which can cause fluctuations in the
overall performance of all concerned parties.
Increases in student achievement following a principal transition may reflect mean

reversion rather than a positive effect of principal turnover. The result of Miller's
(2013) study demonstrated that student achievement increased significantly following
the appointment of a new form of administration. Finally, lecturers and students
within a school where principal turnover took place would perform poorly during the
time of principal transition.
Gates et al., (2006) indicated that one of the measures that has been carried out to
improve the performance of students within their academic institutions, especially in
[27]
schools, has been to stimulate and boost the institution's ability to attract and retain
well qualified and competent principals and lecturers. Gates et al. (2006)
demonstrated that there is an existential relationship between racial characteristics and
lecturer turnover/intention at the district level. On the other hand, other studies
challenge the concept that there is a relationship between racial characteristics and
lecturer turnover intention at district level. One such study is through Johnson et al.
(2005), which claims that those individuals who stay are more likely to be male than
female, and teach general education rather than special education, as in accordance
with American schools within 2000-2001. Nevertheless, regarding race and ethnicity,
the researchers have not found large differences in lecturers’ likelihood of staying. In
an earlier analysis, it was also found that males were slightly more likely than females
to stay. What is more, the findings from that study, in regards to gender, have been
echoed in other studies, although they have been contested or complicated in others.
For instance, female lecturers over the age of thirty were more likely to stay than
younger females or male lecturers, and certain racial characteristics also impact on
behaviour, as shown in Figure 2.2.
Figure 2. 2: Public School Stayers, Moves, and Leavers by Selected School and Lecturer Characteristics, 1999-2000
To 2000-01, Luekens et al., (2004), p. 11.
[28]
According to the statistics from the figure above, white and Asian lecturers tend to
leave their schools if they serve at a school with a majority of Hispanic or black
students. Hispanic or black lecturers are less likely to leave, especially if the students’
racial group matches their own. However, it was found that there is no effect
regarding an individual's level of education on their propensity to leave a school.
Furthermore, age and sex variables also are perceived as factors that can undoubtedly
influence the intent to leave or actual process of leaving. It has been concluded that
the youngest and oldest principals are the least likely to leave a school where they
have been employed. Meanwhile, whilst women are more likely to leave than men
are, as female principals more frequently stay beyond the minimum retirement age
more often than men.
As with principal turnover, Harris and Adams (2007) stipulated that lecturer turnover
is typically high, and it is perceived as a sign of failure in the education system.
Turnover behaviour has become increasingly important in debates about the teaching
profession in the United States. Generally, this behaviour reduces the quantity of
lecturers available to schools, and the quality of lecturers is influenced particularly if
the most competent and qualified lecturers are those who are most likely to leave.
Moreover, turnover in the teaching professions is relatively high among older
lecturers, and this reflects the fact that lecturers retire considerably earlier than other
professionals do. The reason for this is due to the high percentage of pensions in
teaching professions. Hence, lecturer turnover is known to be higher than in other
professions, but the total number of retirees is less in number than the number of
lecturers leaving the profession for other reasons. Furthermore, turnover ratios are at
their highest when wages and support are relatively low, and when there is a high
level of student conflict and quarrels. Therefore, the current study has sought to build
on and contribute to the large body of literature that concerns the causes, factors, and
determinants of lecturer turnover.
Since efficient and active employees are so vital, efforts have to be made to maintain
them, to take care of them, and to improve their skills. Employee turnover is a
phenomenon which is made up of various factors and leads to several consequences.
The following section discusses the intentions of employees to leave in greater detail.
[29]
2.3 Employee Turnover Intention
Researchers have tried to study the antecedents of turnover intention, in an attempt to

develop managerial tools that properly deal with the problem of high rates of
employee turnover. This section also addresses some of these related studies of
turnover intention within the academic environment, as well as providing claruty on
the dimensions of turnover intention and the factors leading to it (Karatepe and
Shahriari, 2014; Long et al., 2012).
The present study focuses on the turnover intention itself, rather than on the actual
turnover, because an employee's intent to leave is considered to be one of the most
significant indicators, and the strongest predictor, of actual turnover. Thus, it is
important to investigate the determinants that affect turnover intention that lead
employees to actual turnover. Due to the difficulty of directly examining the process
of faculty members' turnover, it is more practical to ask the faculty members
themselves about their turnover intentions.
Long et al., (2012) stated that turnover intention is the potentiality of an individual to
leave the job, which is classified into the distinction of voluntary and involuntary, as
well as the functional or dysfunctional. Each type of employee turnover affects the
organisation where it occurs to a varying degree. Furthermore, turnover intention is
defined by Hussain and Asif (2012) as the prevailing mental behavioural decisions
between an employee's choices that are either to stay or withdraw, and are
consequently connected instantly with actual turnover. Not surprisingly, Karatepe and
Shahriari (2014) have pointed out that employees with high levels of turnover
intentions have low morale, deliver poor services, and erode service recovery efforts.
There is a requirement to address the issue of employee turnover intention since it

constitutes a phenomenon in its own right. Udechukwu and Mujtaba (2007) stated that
the probability that an employee might either voluntarily stay or leave from a firm
differs totally from the intention of the employee to leave or stay at that organisation.
Thus, it is relevant to state that the probability of the event should not to be confused
with the event itself. The latter behaviour has been widely studied and has been
addressed as 'intent to leave', 'intention to leave', or employee turnover intention.
Currently, models of employee turnover intentions provide insights and expectations
concerning who is likely to leave and who is potentially likely to stay, yet they do not
[30]
predict the manner or timeframe of these leaving or staying decisions. Organisations
that are involved with strategic HRM and human resource development (HRD)
initiatives may find the data regarding the amount of behaviours that relate to leaving
and staying to be very useful for their work. Nonetheless, it is necessary to know what
they could do if they were able to make greater predictions. Intention to leave is
defined in this study as the conscious and deliberate wilfulness to leave an
organisation.
Staff intention to leave an organisation is considered to be a topic of major interest in

the literature relating to organisational culture and behaviour. For many years,
turnover intention has been a critical phenomenon in managerial and administrative
settings, and the issue is certainly a problem for many organisations in the modern era
(Maier et al., 2013).
Perez (2008) defined turnover intention as the conscious wilfulness of seeking fresh
job opportunities at other organisations. Meanwhile, Liu and Onwuegbuzie (2012)
have presented alternative terms for turnover intention such as intent to leave,
intention to leave, and propensity to leave. Furthermore, many researchers simply
define turnover intention as the desire or willingness to leave a position within an
organisation or across organisations.
Turnover intention behaviour has recently become a major dilemma for the telecoms
sector in Pakistan as a result of abundant job opportunities, effortless job switching,
and high demand for well-qualified professionals. This sector has faced an
intimidating period in terms of employee retention. A study by Hussain and Asif
(2012) was designed to investigate the influence of perceived organisational support
and organisational commitment upon the degree of employee turnover intention
within telecoms employees in Pakistan. The results of the research argued that the
intention to leave among employees in the telecoms sector depends on perceived
organisational support and organisational commitment. In other words, perceived
organisational support has a direct negative relationship with the intention of
employees to leave. This result is in line with the Organisational Support Theory,
which has been mentioned in the theory sections above.
Turnover intention reflects a worker's deliberate and intentional tendency to leave

their job and the company (Maier et al., 2013). Moreover, Arshadi and Damiri (2013)
[31]
defined it as the conscious decision to look for other alternative job opportunities in
other organisations, and say that this results from various factors, determinants, and
causes that lead employees to intend to leave. In that particular study, faculty member
turnover intention referred to the reluctance of academics to stay in their positions
within their academic institutions, as well as to the determinants that drive them to
take that decision. Thirapatsakun et al. (2014) divided employee turnover intention
into three particular cognitive components: thinking of leaving the job, the intention
to search for another job, and then, the intention to leave. Thirapatsakun et al. (2014)
argued that there is a connection between actual employee turnover and turnover
intention. Thus, this intention to leave creates direct effects on turnover decisions. An
employee’s decision to leave has several unwanted consequences, both for the
organisation and for the employee, which functions along many dimensions.
Previous indications or factors are considered to be the standards by which employees

decide to stay in or to leave their jobs, and by which they judge whether a job can
satisfy their expectations or not. Employees may reflect on factors, such as: the
employee's own attitude, organisational structure; external well-matched job
demands; the employee's own assessment of job-related organisational decisions; pay
and compensation; job satisfaction; experience and knowledge acquired from the
organisation; demographic variables; organisational trust and commitment; job
stability; job prospects; employee engagement; growth and development; positive
feelings; social support of supervisors; and organisational policies (Aladwan et al.,
2013; Van der Heijden et al., 2009).
Nevertheless, Neckerman and Fernandez (2003) affirmed that employees offer their
best performance, taken from their overall competence in their actual job, because
they are eager to have a rich array of experience to show and exhibit in their resumes.
Additionally, employees enjoy the on-going development of their capacities and
skills. Indeed, when employees do not perceive any progress and find that their
current position does not fulfil their ambitions, purpose, sense of self-worth and
belonging, and does not promote job satisfaction, they are particularly likely to intend
to search for another position.
Based on the research by Nyamubarwa (2013), the intention to leave from an

organisation is perceived to be part of a set of consecutive steps in the psychological
[32]
withdrawal of an employee from the job process. Scholars and researchers have
claimed that employers focus minimal attention to this serious behaviour, yet
employers have to deal with the actual turnover that is a logical consequence of the
intention to leave. Additionally, reasons for the actual turnover of employees might
still be somewhat vague for employers, as they are not able to gain access to
employees who have already left the company in order to ascertain what went wrong.
Thus, studies that discuss intention to leave are potentially more useful and
applicable, than those which address actual turnover behaviour. Employees who are
thinking of leaving might still be persuaded to stay within the organisation if
employers knew what they were dealing with. “Intention to leave”, then, refers to the
subjective estimation of an individual's probability of leaving an organisation in the
near future. Additionally, Ramli et al., (2014) described intention to leave as the
antecedent to actual turnover behaviour in many turnover models. In other words, it is
appeared that few theorists have noted that it is, in fact, turnover intention which is
the most powerful and interesting predictor of actual turnover.
The pattern of labour turnover intention behaviour in developing countries compared

to modernised countries is examined in a study by Rahman and Nas (2013), using
empirical evidence from public universities in Khyber Pakhtunkhwa, Pakistan. This
study contributes to the understanding of similarities and differences between
turnover intention behaviours of faculty members in public universities in developed
countries. The academic employees of developed countries have identified a strong
association between employees’ development perceptions and their intention to leave.
However, employee’s perceptions could not represent reality because a member of
faculty’s intent is not considered as reality. Invariably, it has been noticed that the
turnover intention of university faculty members increases once they have found other
career prospects elsewhere, which at times can be to a considerable degree. Moreover,
Conklin and Desselle (2007) confirmed that faculty members preferred to remain at
their respective universities due to the security of their positions. This is because the
academic labour market has remained in perpetual recession, in the sense that the
inflow of new employees into universities has resulted from expansion, and the
outflow has occurred due to retirement cases or from jobs being migrated to other
economic sectors.
[33]
According to Liljegren and Ekberg (2009), there are particular physical symptoms of
a high level of turnover intention and low rate of actual turnover. For example,
individuals can suffer from headaches, slight depression, and fatigue, which can be
more prevalent than in comparison to other employees. Statistically speaking, some
studies (Liljegren and Ekberg, 2009; Emami et al., 2012) found that there are
significant positive predictive associations between turnover intentions and actual
turnover on any psychological well-being issues or burnout, yet other researches have
denied this relationship. However, it has been found that job stress is related to an
increased propensity to leave for the same job with a different employer. This type of
job mobility is called external mobility. Meanwhile, Liljegren and Ekberg (2009)
found that there is no association between the potential for an employee leaving for a
different job within the same organisation and job stress.
Research by Alexandrov et al., (2007) developed and tested turnover intention

models, which address the consequences of frontline employees' views regarding
management concerns (of employees or customers) on turnover intentions, together
with the concepts of an employee’s job satisfaction and commitment to the
organisation. The current study has explored the role of the status of employment
(either as full-time or part-time) and as a moderator for the previously highlighted
relationships. It has been suggested through the findings of the study that the concept
of concern that is directed by management in relation to both their customers and
employees refers to the intrinsic formulation of the psychological climate, which can
be located within the working functionality of different services to retail specifically.
Based on this idea, an assessment for employees and concern for them is attributed to
frontline cognitive assessments by employees to the behaviours and actions of the
management staff. For instance, teamwork, rewards and recognition, listening to
employees, ‘breaking the ice’, or any sentiments of intimidation, and the chance for
freedom of expression are assessed. Employees' cognitive appraisals are
representations of the concern for the employees’ dimension of the psychological
climate. Correspondingly, the cognitive evaluations of employees in terms of action
and behaviours of management (e.g. enhancing customer support systems, providing
high quality products and services, offering accurate information to customers, and
keeping promises regarding customer well-being) are representations of the
[34]
dimension that relates to customer concern in a psychological climate that varies
between one individual employees to another.
Overall, there are two different results which emerge from the study. The first one is
that the perceived concern from management towards their customers and employees
influences employees' turnover intentions to a significant degree. The second
important finding stems from that the status of employees, who are either working as
full-time or part-time, as the correlating relationships between a perceived
management concern for employees and organisational commitment are moderated,
with a level of management concern directed towards customers and the link to job
satisfaction, as well as organisational commitment and the intentions for turnover.
To conclude, turnover intention is a phenomenon that has needed to be scrutinised and

studied throughout the current research. The process of turnover intention models,
theories explaining turnover intent behaviour, determinants of turnover intention, and
advantages and disadvantages of turnover intention are mentioned in the following
sections of this thesis.
2.3.1 Development of Turnover Intention Process Models
In the following section, an overview of the traditional turnover models is detailed, as

March and Simon set out a general theory of organisational equilibrium. Afterwards,
Porter and Steers introduced their model, in which employees' expectations were one
of the stimulators that influenced turnover decisions (Steel and Lounsbury, 2009).
According to Udechukwu and Mujtaba (2007), the majority of voluntary turnover
models are set out in order to explain the direct and indirect relationship between
work-related determinants and factors of work outcomes, such as turnover, intention
to leave, the practice of regularly staying away from work, etc. Models of turnover
intention illustrate the intended multidisciplinary (i.e. social, economic, and
psychological context) and multidimensional (i.e. employee, company/employer, and
social affiliates) states of voluntary turnover behaviour within a company. The March
and Simon model, the Price model, and the Mobley intermediate linkage model have
been established to demonstrate the interaction between the variables that have been
mentioned. It is widely known that economic factors cannot simply work directly
through social affiliates, but that employees also sometimes mediate economic
factors. The most recent theories, along with the March and Simon model, the Price
[35]
model, and the Mobley intermediate linkage model, have typically addressed
voluntary turnover specifically from the perspective of the linkage between the
employee and their organisation (Ramesh, 2007). This linkage is usually manifested
in the psychological and cognitive contexts and circumstances of voluntary turnover,
within the employee/organisational domain. It is suggested that these theories and
models may ignore the contribution and the role of linkage between social affiliations
and employees in the voluntary turnover behaviour process.
Yin-Fah et al. (2010) stated that Mobley's model proposes two distinct decisional
paths: staying or leaving. The model starts by evaluating the existing job through a
variety of factors: experiencing job satisfaction/dissatisfaction, thinking of leaving,
the evaluation of expected utility of search/cost of leaving, intention to search for
alternatives, search for alternative, evaluation of alternative jobs, comparing the
alternative with the current job, intention to leave or stay, and actually deciding
whether to stay or leave. Once employees think about the idea of possibly leaving or
actually intend to leave, and subsequently evaluate the expected usefulness of leaving,
they start searching for another job and compare the available alternatives with the
current job, or they directly resign upon their own personal evaluation.
Holtom et al., (2008) mentioned that previous models of turnover have focused on the
traditional antecedents of the problem, such as job satisfaction, organisational
commitment, other factors such as individual differences, and the nature of the job.
Nonetheless, much of the current research about turnover and its factors revolves
around these traditional theories, along with increased considerations towards
contextual variables, company size coupled with work unit size, other negative
personal circumstances, such as exhaustion and stress, and also a shift towards more
complex organisational and group levels (i.e. organisational culture, group cohesion,
organisational reward systems, gender composition, and demography, etc). Moreover,
in order to understand the psychological basis of intergroup discrimination, Tajfel and
Turner developed Social Identity Theory in 1979. In other words, they aimed to
determine what the minimal conditions would be that could lead members of one
group to discriminate against the defined "out-group", and in favour of the "in-group"
to which they actually belonged.
[36]
Consequently, these theories suggest that an individual does not only have one
version of personal identity, but in fact various levels of ‘self’ that can transform from
the increasing dimensions of group relationships. It is relevant that alternative
contexts of social interaction may instil any individual to start to think and feel before
subsequently acting on the foundation of his/her personal, as well as family or
national “level of self”. However, aside from the “level of self”, any person is
nurtured within society to develop a variety “social identities”, which relates to the
self-concept that an individual hold for themselves, which derives from their
perceived connection or membership to social groups. Hence, the utilised terminology
of “us”, which is associated with any internalised group membership, is an individual-
based perception of what defines it. Indeed, Loi et al. (2006) stated that this concept is
clearly distinguishable from the notion of personal identity, as that refers to one’s self-
knowledge that derives from the personal unique attributes of an individual.
The first model of turnover that is structured as a dynamic process, is the Cusp
Catastrophe model used by Sheridan and Abelson in 1983 (Long et al., 2012).
Additionally, a study by Steel and Lounsbury (2009) referred to this model, as it
incorporates two different drivers of turnover, which are known as: organisational
commitment and job tension. These are related with a third-vertical dimension: 'the
actual turnover'. The Sheridan and Abelson model predicted and suggested that
employees with the same commitment and tension may demonstrate similar levels of
actual turnover.
In addition, Price and Mueller (1981) developed a more comprehensive structural

model that determined the antecedents of job satisfaction and turnover intention, as
cited in Perez (2008). The model consists of independent and dependent variables,
where the dependent variable is the turnover. The independent variables are called the
external (exogenous) variables, and are divided into three major elements: the
environmental (e.g. alternative job opportunities and responsibilities), the personal
(e.g. career advancement and general training) and the organisational (e.g. managerial
efficiency). The model is then enhanced with other exogenous variables, such as
social support and search behaviour. Moreover, the values of the external variables,
which are measured by the states of other variables in the model, are job satisfaction,
organisational commitment, and the intention to leave. Additionally, a study by
Brewer et al., (2012) posited that the framework of turnover in organisations and
[37]
firms is based upon a general theory of turnover. Their framework consists of three
groups of predictor variables: the first group concerns work attitudes and perceptions
of working environments (autonomy and quantitative workload), and the second set
addresses perceived alternative job opportunities. The third group deals with personal
characteristics, such as affectivity.
Singh and Loncar (2010) pointed out that payment inequality or unfairness between
employees, who have the same qualifications and experiences, increases turnover
intention and actual turnover. Meanwhile, the rate of actual turnover and turnover
intention was found to decrease among faculty members and university administrators
within academic institutions that adopt more compressed pay structures. Besides the
above variables of turnover, it has been indicated by Blomme et al. (2008) that
turnover is attributed to employees' relationships with their environment (whether that
by through company, supervisor, or staff), and employee engagement. However,
Allen and Meuller (2013) suggested that actual turnover and intent to leave does not
always result from job dissatisfaction, and considers that turnover may result from
other contributing factors.
As a specific point of interest, although there is a substantial theoretical body of

knowledge about how to explain actual turnover and turnover intention, there is no
consensus about a model of turnover. In other words, it can be said that none of the
designated models adequately explain turnover intention and actual turnover
processes, due to the vast complexities of the concept of a general turnover process
model. Despite the various studies on turnover intention and actual turnover, this area
of organisational behaviour does not come together to yield a comprehensive
framework of predictors of potential future leaving by staff members. Moreover, a
wide range of factors and moderators facilitate the interpretation of employee
turnover, as well as its causes and its effects, which are discussed in the following
chapter.
2.3.2 Theories Explaining Turnover Intent Behaviour
There are many widely known points of view regarding turnover intentions, for
instance these concept entails a negative connotation of management failure to
motivate and retain employees. Employee turnover is a costly expenditure, especially
in lower paying roles where the rate of employee turnover remains to be the highest.
[38]
Those perspectives are significant and powerful in creating more in-depth knowledge
on the behaviour of employees within the remit workplace.
The first perspective assumes that education is highly critical and pivotal in the
process of enhancing the production capacity of a population. Accordingly, if this
perspective is transposed into a managerial context, the hierarchical structure of the
level of income over a lifetime is represented by incremental salary increases, to
reflect the degree of job experience and training courses in a specific job (Pierce-
Brown, 1998). The salary of an employee decreases once the employee is perceived to
be slowing down in their levels productivity. Consequently, the job satisfaction
component is duly affected in turn. It is argued that these factors can lead an
employee to subsequently intend to leave their post.
Secondly, Sierra and McLeavety (2005) claimed that turnover intentions emerge from
the belief that social relationships develop over time into trusting, loyal, and mutual
commitments, between both an organisation and its employees. The Exchange Theory
posits that social relationships are characterised by the distinct emotional effects of
different exchange structures, in that the investment of money and time in human
capital actually create positive attitudes and an aura of honour towards the
organisation. In other words, a healthy environment in an organisation is reflected
positively in the feelings and emotions of the staff as a whole, and, in turn, their intent
to leave should be finally reduced. Its practice can involve giving compliments to
acquaintances, showing support to co-workers, maintaining a good flow of
information within the company, possessing international merchandising, and
fostering relationships between organisations and their customers. As a consequence,
this specific theory is easily applied in a managerial context.
Thirdly, Search Theory, in an organisational context, recommends that a special

concern should be paid to the ideal strategy of an employee once he/she chooses an
employment offer from a group of various job opportunities. An individual's lack of
knowledge about the labour market necessitates the use of what is referred to as a
"reservation price", to assist in the search for various job employment alternatives
outside the present organisation. In general, the lowest salary or Turnover Intent Wage
has been defined as the price of a reservation, at which stage an individual considers
the acceptance of an employment opportunity that may be defined heuristic, which
[39]
may be utilised by individuals to contemplate whether to accept or reject the offer of a
job in light of minimal additional information that stems from the labour market
(Perez, 2008, p.19-20).. This process of searching for a new alternative position or
workplace outside the present organisation logically leads to turnover intention, and
then to actual turnover. A job search is regarded as a major precursor to the future
leaving from a particular post. It is finally ends with either the appreciation of one's
current position after comparison with the alternatives, or a continued sense of
dissatisfaction (Perez, 2008).
A more comprehensive withdrawal process was identified by Steel and Lounsbury

(2009), which sheds light on the sequence of steps that workers pass through before
they permanently decide to leave. Overall, the level of job dissatisfaction is one of the
main factors that drive employees to the final intention of leaving their organisation or
actually leaving. Moreover, Steel and Lounsbury’s model began from the process of
highlighting a set of withdrawal cognitions, which relate to thoughts of leaving and
expected usefulness of withdrawal. Steel and Lounsbury’s model also highlighted the
search for a job that incorporates the assessment of any alternative job opportunities.
What is more, it is worth mentioning that employee values, job perceptions, and
perceptions of the labour market influence withdrawal intentions.
Fourthly, Greaves et al., (2013) conducted research on a large, UK-based, publicly

funded organisation in the media sector. They studied employees' turnover intention
based on the components of the Theory of Planned Behaviour (TPB), to identify
whether these explain the causes of behavioural intentions in particular individuals. It
is believed that examining the antecedents of any behaviour, together with the overall
context, helps researchers to understand the processes by which TPB components are
linked to intentions. If this theory is brought in to explore environmental behaviour in
the workplace, it will represent a successful tool for predicting intentional behaviours.
Accordingly, Arnold et al. (2006) carried out research on 25,000 employees at 80
sites across the UK, based on TPB, and examined the proximal predictors of
behaviours that stimulate individuals who intend to perform that behaviour, the extent
to which that behaviour is controlled, and the extent to which one has confidence in
the benefits gained from that perceived behaviour. There are three major components
of TPB that predict intentional behaviour: attitude, subjective norm, and perceived
behavioural control. As a result, TPB has undoubtedly been duly effective in
[40]
accounting for intentional behaviour, and has also made predictions about the
personal gains and social pressures that are taken from individuals that the researchers
of studies are familiar with.
In addition, social and psychological antecedents are useful when taken into
consideration in the field of turnover intention. De Moura et al. (2009) demonstrated
that there is a relationship between job satisfaction and organisational identification
with turnover intention. Social Identity Theory (SIT) emphasises that there is a
relationship between organisational variables and social identity, which has also been
used in theorising about a variety of organisational variables, such as productivity, job
security, leadership, and turnover intention. Invariantly, prediction of turnover
intention in organisations is linked directly to SIT, and as a result, SIT is used widely
to predict group-serving judgments, attitudes, evaluations, intentions, and behaviour.
Fifthly, Social Exchange Theory explains the relationship between employees and
organisations. The social exchange perspective is referred to as a correlation of
reciprocity of gratification that is mutually conditional through the formulation
between two parties that stems from the belief in exchanging and delivering a
homogenous moral norm (Loi et al., 2006). Subsequently, the mutuality of
gratification will serve to maintain a stable social system through this norm of
exchange. The notion of social exchange was also explained by noting the
differentiations in the prospect from economic exchange (Liu, 2016). Overall social
exchange is seen as a long-term endeavour and involves less tangible or even
symbolic resources, although in contrast, economic exchange is known to be short-
term. Within the social exchange, both the nature of the anticipated future returns and
time frame are not duly specified, as the returns are actually seen to be obligations
that are unspecified, and the parties exchange focus on the normality of reciprocity in
ejecting their own personal obligations through future occurrences.
Additionally, Karatepe and Shahriari (2014) implemented social exchange theory, and
examined its relation with turnover intention. Their study indicates that this theory
provides insights on a correlation that exists between organisational justice and
turnover intention, where relationships develop through the motion of time to become
trusting, loyal, and mutual commitments, which is particularly relevant when all team
members, whether that be managers, supervisors, and employees, are committed to
[41]
specific rules of interchange. Indeed, social exchanges correlate to a greater level of
psychological contract, and function together with defined intimate attachment at a
personal level, together with obligations of an open-ended nature. Proponents of
economic exchange theory postulate that a relationship exists between the intention to
leave an organisation and how outcomes create fairness, such as towards pay and
rewards. In other words, trust within a team of employees is developed and
engendered through a fair environment in a workplace in regards to pay levels that are
instilled and the allocation of rewards, as well as how interpersonal treatment is
maintained through quality. Consequently, employees are less likely to possess the
intention to leave the organisation when they maintain elevated perceptions of justice
within their job roles.
Sixthly, the Job Embeddedness Theory has been incorporated to argue that job
embeddedness can modify the influence of organisational justice in regards to
turnover intentions (Holtom et al., 2008). Specifically, job embeddedness can be seen
to have various influential effects on the decision of an employee to stay in their job
or not. In short, highly embedded employees would be less likely to intend on leaving
their organisation if they were to hold perceptions of organisational justice within
their comprehension. Thus, highly embedded employees who possess a perception of
fairness in the overall outcomes would be less likely to display turnover intentions,
especially if this related to respect of pay and reward allocation or the quality of
interpersonal treatment from managers. The low level of turnover intention also refers
to the factor that highly embedded employees are increasingly involved in various
projects and with a variety of individuals, which means that they will not sacrifice a
multitude of opportunities, as well as benefits, by leaving their company (Karatepe
and Shahriari, 2014).
Seventhly, a study by by Yücel (2012) examined the issue of turnover intention.

Proponents of the Theory of Attitude, which has been proposed, postulate that the
greatest predictor that can be utilised to understand the behaviour of an individual can
actually measure the intention of the individual to perform that specific behaviour.
Moreover, the study of Alexandrov et al. (2007) was based on Bagozzi's Attitude
Theory (appraisal leads to an emotional response which leads to behaviour). This
theory takes into consideration two psychological dimensions of climate that
characterise an environment of retail service. The first dimension relates to a concern
[42]
for employees, and the second dimension stems from the concern for customers,
although both psychological climate dimensions are viewed as motives of turnover
intentions by employees, which are directly linked to overall job satisfaction and the
commitment shown from an organisation. In Bagozzi’s Theory of Attitude, Bagozzi
argues that the processes of self-regulation are embodied in different consecutive
steps of monitoring and assessment, emotional and affective reactions, and coping
responses to control behaviour and action. In regards to this view, employees evaluate
several old, actual, and upcoming results that may produce and generate particular
emotions, which subsequently result in various coping responses. For example, the
anticipation of, or the experience of a pleasant event, may move on to the process of
feelings of satisfaction which, will then lead to guiding employees in the full process
of undertaking necessary procedures to obtain that specific desired outcome. In brief,
the cognitive appraisals of situations, outcomes, and events originate from the
emotional and affective responses, as well as influencing intentions and behaviours.
Hence, cognition is the outstanding antecedent of the emotions, which subsequently
directs behavioural intentions and actual behaviour.
Eighthly, Lee et al., (2006) addressed two theories that explain turnover behaviour,
and the first one, which is discussed above, is Human Capital Theory that highlights
the important roles of knowledge, skills, and abilities that are brought to organisations
by employees. As a consequence, these factors have various economic values and
consequences that would directly affect an organisation. Employees with knowledge,
skills, and abilities are required to be managed in a manner that may stimulate their
retention. Furthermore, the study has mentioned Resource-Based Theory, which
suggests that the abilities, skills, and knowledge of employees should be seen as rare,
inimitable, and non-substitutable sources of sustainable competitive advantage for an
organisation.
Ninthly, Udechukwu and Mujtaba (2007) have indicated that economic factors and
variables influence employees within the workplace, along with their social groups
from both within and outside their organisations to a distinct degree. In short, scarcity,
wants, alternatives, and together with preferences are seen as the most basic and direct
economic factors that employees as individuals commonly face. It is known that the
resources that are directed to production are finite, although individual wants and
needs remain traditionally infinite. The relationship between a shortage of resources,
[43]
and infinite wants and needs produces pressure, and forces individuals to search for
other alternatives in the surrounding environment. As a result, employees move to
another more favourable preference or alternative from the available ones, and by
doing so, such decisions that are taken by employees can be seen as supporting both
theories: March and Simon's concept of "satisficing": accept an available option as
satisfactory in their general theory of organisational equilibrium, and Vroom's
concept of ''valence'': the combining power of an element in his expectancy theory. In
general, it is said that the choices made by a person between alternative courses of
action are logically related to psychological events that take place consecutively
alongside the behaviour. In other words, when the basic needs of employees are not
satisfied properly, their psychological and physical statuses, and their working
productivity all suffer as a consequence.
Udechukwu and Mujtaba (2007) confirmed that employees compare themselves to

one another as a general activity within various particular organisations, which is
common and at times highly detrimental. This is also reflected in the logic of Adam's
Eleavey Theory. Employees work hard to maintain equilibrium or a healthy balance
between the needs or criteria of their social group affiliates (entities or activities),
their own personal needs, and the positive benefits gained from their organisation.
Thus, Udechukwu and Mujtaba argue that voluntary employee turnover takes place
when there is a variation or ''discrepancy'' between the benefit obtained by an
employee for the employer, and the benefit provided by the employer in return.
Based on Long et al. (2012), Cobb’s Justice Theory can be utilised to rationalise the
reason for the direct negative relationship between transactional and transformational
leadership styles and turnover intentions among employees. Cobb puts forward that
followers, subordinates, and employees who are less likely to search for alternative
job opportunities, as long as they are satisfied and committed. They must also feel that
the processes of the organisations are just and fair, and that the organisation is
managed with clear and obvious rules, direct instructions, and task-oriented goals.
Moreover, any institution where employees work should put in place and adhere to
systematic and comprehensive rewards and incentive policies.
According to Hussain and Asif (2012), proponents of Organisational Support Theory

posit that if followers perceive and receive more support and consolidations from
[44]
employers or organisations, then they may tend to improve and develop a more
positive vision towards their organisation. It has been asserted by various studies that
perceived organisational support has a direct negative relationship with employee
turnover intention, as well as with actual turnover. In short, it is logical to anticipate
that this support from the employer's side will subsequently impact strongly on
employees and create in them the desire to stay with that organisation. It is widely
known that support minimises absenteeism, and increases citizenship behaviours and
employee performance. Moreover, high levels of support from employers guarantee,
to a certain extent, the development of thoughts that relate to trust and feelings of
solidarity with, and commitment to, an organisation. In addition, employees will
respond positively to this support, and it should stimulate a strong desire in these
employees to stay with their current organisation.
2.3.3 Determinants of Turnover Intention
There is a lack of research of turnover intention in the management field.

Understanding the factors/determinants that lead to turnover intention among
academics, professors, or lecturers is crucial and necessary in developing institutional
performance and generating competent human capital for the entire nation of Saudi
Arabian.
Factors that affect employee/lecturer turnover intention and actual turnover in modern
times have become increasingly complex. For this reason, the main goal of the present
study has been formulated around identifying the causes and stimulators that govern
employee turnover intention, which lead to actual turnover. Thus, it is important to
recognise and understand turnover intention as early as possible in order to permit
planning teams to implement preventative actions.
A study by Jehanzeb et al. (2013) designed to focus on organisational commitment

and turnover intentions, through studying the impact of the training of employees in
the Saudi Arabian private sector. The results of that particular study provide strong
support for the hypothesis that states a negative relationship between organisational
commitment and turnover intention. Employees’ training was ascertained to be
significantly correlated with organisational commitment, turnover intentions and the
commitment-turnover relationship.
[45]
A study by Brewer et al. (2012) investigated the factors that affect the turnover
intention of nurses, and it examined turnover predictors based on Price's framework
concerning work attitudes and perceptions of working conditions, other perceived job
opportunities, and personal characteristics. The results of the study demonstrated that
satisfaction, commitment, job searching and intent to leave are all intervening factors
in turnover.
Brewer et al., (2012) introduced some definitions for particular terms that have been
repeated within this literature review. As a result, it can be seen as advisable to
provide a clear definition of each term:
 Intent to stay is defined as the degree of positive feeling that an individual has
towards the voluntary leaving of an organisation or an employe;
 Search behaviour is the degree to which employees are pursuing alternative
jobs;
 Job satisfaction pertains to an employee's general feelings and attitudes to
his/her job, without reference to any specific facet of that job;
 Organisational commitment is an employee's general loyalty towards the
employers or an organisation. According to Benson (2006), it is also the
degree of an individual's identification with the company where he/she works,
and the strength of attachment to it is represented by three different
dimensions: affective, normative, and continuance. Based on Hussain and Asif
(2012), the first dimension that is defined as affective concerns emotional
affection towards a company or institution, and a strong belief in the
objectives and values of that organisation that leads it to make favourable
efforts in order to fulfil goals. The second dimension, which is referred to as
normative, deals with the feelings of employees who are obliged to work for
their organisation. In other words, when employees have a normative
commitment, they would feel that they are obliged to continue to work for
their employer. The third term of continuance refers to employees' feelings in
regards to belonging to an organisation and continuing to work with the
organisation in order to keep the valued rewards they receive from their
employers;
 Work attitudes and social/supervisory support is the degree to which
supervisors uphold and encourage their employees;
[46]
 Work group cohesion is the degree to which employees have contact with each
other in their immediate work environment;
 Distributive justice is the degree to which the rewards of employees are related
to his/her performance inputs into an organisation;
 Procedural justice is the degree to which rights are upheld generally for all
employees;
 Promotional opportunity concerns the degree to which the job structures
within the company are available to its employees;
 Work motivation is the level to which work is central to an employee's life;
 Alternative job opportunities are classified into local job opportunities and
non-local opportunities. They represent the probability of finding other
employment, which can be either locally or non-locally, and employment
which is either better or worse than the current job;
 The working environment refers to the physical space that surrounds
employees as they carry out their daily duties, along with the psychological
space associated with the work. In short, a stressful work environment is
considered a major determinant of turnover intention in certain organisations.
For instance, tiredness, poorly lit areas, a psychological environment of
mistrust, low job security, and other psychological “shocks” are usually
actively avoided by employees (Nyamubarwa, 2013);
 Career growth and opportunities are key ingredients that shape employee
motivation, development, and commitment. Actual career progress can exert
pressure on an employee's perception of the value of his/her career prospects,
and his/her prosperity within an organisation. There is a negative relationship
between career growth and turnover intention. In other words, employees are
more likely to stay in an organisation that has career ladders and vast
opportunities, in comparison to an organisation where the careers of
employees are static and without any hope for career growth (Nyamubarwa,
2013);
 Job demands are defined as the aspects of a job which pertain to physical,
psychological, social, or organisational characteristics, and entail physical or
psychological efforts to be undertaken from the employee in order to meet the
expectations of an organisation. Employees have to perform according to
[47]
general objectives and goals, as well as fulfilling the general requirements of a
job (Ramli et al., 2014);
 Job control is defined as the ability of employees to determine organisational
objectives and to construct an organisation which maximises professional
concerns. Specifically, it is the freedom for academics to choose and pursue
their own plans, and to manage their own working lives and priorities.
Likewise, liberty is a function of academic control of the professional arena of
teaching and research, which is considered as a necessary condition for work
and identity. It has been demonstrated that autonomy at work may satisfy
higher order needs for achievement and accomplishment that will
consequently produce positive outcomes for the employing organisation, as
well as a higher propensity of intent to stay (Ramli et al., 2014);
 Social support is seen as aid in times of stress and strain. An abundance of
support from colleagues offers positive feelings to individuals. For instance,
these positive feelings can take the form of a sense of self-worth and
confidence that assists employees in avoiding negative experiences. It is said
that support from colleagues and supervisors might make working
environments more flexible, and might be able to facilitate work between
employees, and that this may increase their performance. Moreover, it is
important to create a supportive thinking environment with colleagues
concerning other professional issues (Ramli et al., 2014);
 Employability is the guarantee that is given to an employee to state that they
will acquire and learn particular skills and capacities, which will prepare them
for, and offer them the opportunity to, find a new job quickly in case a
company or an employer is not able to retain them. This perspective is
embodied by employers who are willing to compensate their experienced and
well-qualified employees with job security, as well as to make them broadly
employable through developing their working skills through formally
organised work-related training. Ngure (2015) has stated that employees
within organisations who work in jobs that require instructional training are
less likely to be employed in any other jobs or departments. Consequently, this
concept of ''employability'' replaces the notion of long term job security.
Employees feel at liberty to improve the level of their organisational
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commitment and willingness to stay at or leave their organisations. Practically,
this means that employability increases investment levels in all forms of
company-financed development, with payment of high attention to the general
or marketable skills that are needed in organisations around the world, as
Benson (2006) has indicated;
 Transformational leadership is identifiable when a leader becomes capable of
inspiring and encouraging his/her subordinates to exert more effort in order to
achieve outstanding outcomes. Such a leader provides employees and
subordinates with the chance to identify their own strengths and improve their
skills. These improved skills help in creating a better future for the individual,
as well as creating a better future for their organisation, as long as they believe
in their leader (Long et al., 2012);
 Transactional leadership concentrates on employee-employer transformations
where followers are expected to implement and accomplish their duties and
responsibilities following instructions and rules. From the side of employees,
they expect that they will receive a positive reward as compensation for the
efforts that are made by them (Long et al., 2012).
Nyamubarwa (2013) keenly affirmed that underperforming levels, increased stress

levels, reduced commitment, low job satisfaction, and increased intentions of turnover
are direct results of incompetent leadership, together with demonstrating that
employee motivation and retention is significantly affected by leadership in
organisations, and specifically in incidences when employees receive regular positive
feedback and recognition. In short, the nature of leadership has a positive influence on
different employees' intentions to leave, or stay at, an organisation. A weak rapport
between employees and administration is considered to be an important reason for
employees who intend to leave, as an unstable relationship that exists between leaders
and subordinates may result in employees losing their will and commitment to an
organisation and reduce their satisfaction with their jobs. Generally speaking, the
reasons that lead employees to willingly leave their jobs are attributed to a large
workload and a low level of perceived organisational support, which consequently
create feelings of job dissatisfaction, intentions to leave, and finally, employee
turnover (Hussain and Asif, 2012).
[49]
According to Lee et al. (2006), the majority of previous studies in the field of
employee turnover have stressed individual-level determinants that are broadly
classified into two dichotomous streams: behavioural intentions and job search
mechanisms. Moreover, research into behavioural intentions has, most notably,
discussed the intention to leave or actually decide to finally act on leaving. Lee et al.
(2006) mainly advised investigating the relationship between predictors of turnover
and individual characteristics, such as: the job satisfaction of the employee,
organisational commitment, and the search for other alternatives. The process then
entails a comparison between alternative jobs, thinking of withdrawing, and, finally,
intending to leave. The moderators of employee turnover comprise of a variety of
considerations that include: the working environment, job satisfaction, stressful
working environments, work-group cohesion, autonomy, leadership, distributive
justice, and chances of promotion. Additionally, some demographic attributes are also
predictors for employee turnover, such as: age, the amount of children, educational
level, and gender.
There is a consistently negative and significant relationship between voluntary

employee turnover and employee skills, the structure of an organisation, payment
scales, benefit plans, health insurance practices, benefits as a percentage of payroll,
opportunities for job progression, a percentage of salary growth, the status of seniority
for core job filling, an emphasis on skills, employee participation in decision making
and in group working, incentives as high relative pay, and employee security. To add
to these important points, Ucho et al. (2012) have shown that they believe that the
envisaged negative impacts of turnover on organisations are increasingly detrimental.
Consequently, managers search for more constructive ways to manage their
employees in such a way that worthy employees are retained, and high performances
are sustained.
Comparatively, O’Donnell (2015) indicated that eternal employability replaces

alternative lifetime employment within the same organisation. This concept appears in
response to lowered employment security, which leaves no response to despair or bad
feelings, and the guarantee provided for certain employment is safeguarded in a
variety of ways. With regards to this, the new protection mechanism within the
marketplace is offered in the form of ''employability'', instead of as ''lifetime
employment''. It is more flexible to deal with employability in this rapidly changing
[50]
world, as this concept points to the permanent opportunity for employees to gain
employment within the internal and external marketplace. Furthermore, since implicit
promises and guarantees of job security are no longer possible, organisations duly
require new and innovative ways to retain their good employees, to inspire
commitment, and reduce employee turnover.
Employability is a new concept in the world of HRM practices. A study by Benson

(2006) examined the relationship between the links between employee development,
organisational commitment, and the intention to leave that was seen from 667
employees in different technology manufacturing companies, which introduced a
number of employability policies during the middle of the 1990s. That particular
researcher analysed a survey, and archival data from those employees, and the results
indicated that training within the job environment was positively related to
organisational commitment, as well as negatively related to turnover intention.
Moreover, the relationship between tuition-reimbursement that offers more general
and marketable abilities is positively related to employee turnover intention.
Nonetheless, following the process of earning a level through tuition-reimbursement
in case employees were subsequently promoted reduced employee turnover intention.
To correlate with this dynamic, Forrier and Sels (2003) studied the relationship
between temporary/permanent employment, and employability within Belgian
institutional working environments. It was argued that both organisations and
temporary employees might be confronted with difficulties that were attributed to the
development of employability as a trend through training courses. This research paper
addressed the influence of training efforts and training opportunities offered to
temporary and permanent employees by their relevant employers. The findings of the
study indicated that, in spite of the fact that temporary employees do take the
responsibilities of those who offer training seriously, they obtain fewer job
opportunities that enhance their employability in comparison to permanent
employees.
The determinants that drive turnover intention, and subsequently leave as a result, are
divided into three sections. Firstly, demographic determinants: age and education.
Secondly, individual determinants: the organisational commitment of employees, and
the job satisfaction of an employee. Thirdly, organisational determinants, such as: the
[51]
working environment of the company, co-worker relationships, and salary. One of
these, or more, is addressed in each study, which is included within the section,
according to the variables of the previous studies that had been adopted to measure
their influence on turnover and turnover intention.
First of all, age and (educationd) experience within the company are classified as one
of the factors which determine employee intent on the action of finally leaving. As for
the individual determinants, organisational commitment is considered a concept with
multiple structures, such as job involvement, job attachment, and career satisfaction.
Commitment is defined as the psychological rapport between employees and
organisations that control the voluntary turnover intention or actual turnover from the
organisation. Thus, it is a consistent behaviour, as claimed by Ayazlar and Güzel
(2014). With regards to job satisfaction, it is defined by Maier et al. (2013) as the sum
of the assessments of the group of various features to which the actual job is
composed. It is worth mentioning that once an employee is satisfied with the job at
the time of signing a contract, this satisfaction will diminish over time, and that the
effects of this will have an impact on employee turnover intention. In terms of the
third factor, organisational determinants that influence the intent to leave have been
proposed to function within a healthy working environment and firm relationships
between subordinates and managers that encourage employees to stay (Lee et al.,
2012). With regards to salary payment systems, Mbah and Ikemefuna (2012) added
that an employee's turnover intention is expected to have a negative relationship with
any payment and reward system in which an employee's performance and retention
levels can be improved by an increase in his/her salary. In conclusion, these three
groups of determinants, which have been addressed in previous studies as key factors
that lead to employee turnover, become the topic of this section.
The main determinants of actual turnover and turnover intention are divided into three
main categories, according to the study proposed by Paulsen (2014). These include
psychological determinants, such as the psychological contract, job satisfaction,
organisational commitment, and job insecurity. The second category is economic
determinants, which include: pay, external opportunities, training courses, and the size
of the company. The final category is demographic determinants that include factors,
such as the age of the employee and job education.
[52]
Matz et al., (2013) noted that job satisfaction and organisational commitment can be
considered to be significant job attitudes that predict turnover intention. In terms of
job satisfaction and organisational commitment, the former is defined as the extent to
which an employee likes his/her job, and the latter is defined as the affective
relationship between an employee and an organisation/firm. Nonetheless, there is one
significant contradictory finding that concerns whether actual turnover/turnover
intention has a consistently negative relationship, or no relationship, with job
satisfaction and organisational commitment. Ng et al. (2007) conducted a longitudinal
study of American and European employees, and the results of the study discerned
that organisational commitment among employees is constantly decreasing over the
course of time.
Alexandrov et al., (2007) offered evidence that job satisfaction and organisational
commitment intersect with each other. It is asserted, theoretically, that job satisfaction
is generated before organisational commitment, and that it develops over time. Job
satisfaction is within its nature intrinsically volatile, and is easily influenced by
temporary events in the working environment, in spite of the fact that transitory
events may not lead to any changes in employees' organisational commitment. Indeed,
it has been proven through research studies that have demonstrated that job
satisfaction has a significant positive impact on the organisational commitment of the
employees.
Nyamubarwa (2013) argued that there are multiple factors which influence turnover
intention in organisations, and it is believed that these are able to be separated into
three categories that are individually distinct. Firstly, there are the external
environmental factors, together with economic conditions and the effect on
developing and moulding employee turnover in the labour industry. Secondly, there
are the individual factors, which are specific to employees that define turnover
decisions. Some of these factors that are include, although not limited to, are: age,
education, gender, ethnic group, family responsibilities, educational level, personality
style, and other personal considerations. Thirdly, there are the organisational factors
concerning organisational policies and practices. For instance, this can be seen
through opportunities to continue working with a company, the presence of a
supportive management hierarchy, supportive HR policies, and an organisational
environment and culture.
[53]
One additional aspect of the work environment that has an effect on employee
turnover intentions stems from the point of participation, which is the process where
decision-making is shared by individuals of different statuses in an organisation. This
factor is one of the most critical factors that can influence employee turnover
intentions. Based on the research by Nyamubarwa (2013), a linked match between an
employee's values and the values of his/her organisation can enhance employee
comfort, and a feeling of belonging to the organisation. Consequently, stress levels
and any desire to leave do become minimised. Conversely, a mismatch in values and
conduct between employees and their organisations shortens the length of service that
employees are able to provide.
In addition, Nyamubarwa's (2013) examined relationships between reward systems

and intentions to leave. Many scholars have investigated the relationship between
reward systems and their influence on employee retention and turnover intention.
Scholars have agreed on the fact that financial and incentive systems are a motivating
factor for employees in organisations, and that they serve as a basis upon which
individual employees assess the value their employer attaches to them. It has been
demonstrated that employee reward systems work as an effective device for attracting
workers, before subsequently motivating them to stay where they are. Moreover, it is
advisable to offer salaries which are at or above the market rate for the industry, or it
may be evident that employees will feel undervalued, and may search in their
endeavour to move to another organisation that is capable of providing better
remuneration. In other words, all research studies have concurred regarding the fact
that a negative relationship is commonly evident between reward systems and
turnover intention, and actual turnover in organisations. Some cases have indicated
that there are instances where two or more employees do actually undertake the same
job with the same responsibilities, but at the same time receiving different rates. As a
consequence, it is suggested that it this creates the possibility to force lower paid
employees to leave. It can be said that a work environment, and the presence of
degree holders, have also been identified by many scholars as key factors in shaping
turnover intentions in organisations. In general, the more comfort that is instilled in
the working environment, together with the higher level of attainment of degree
holders, then the stronger the inclination of employees to stay at their organisations.
Unsurprisingly, the less comfortable the working environment is, and the lower the
[54]
attainment levels of degree holders are, the stronger the inclination to leave that
organisation becomes.
Through one specific study, it was noted that the nation of Malaysia is more recently
being regarded as a regional hub for international higher education (Ramli et al.,
2014). The nation as a whole places a heavy burden on its academics, especially in the
private higher education sector, which leads to stress, heavy work load, and large
numbers of students to teach that generate hostility towards organisations and
minimizes the levels of academic commitment towards teaching institutions. In return,
those dedicated academic staff members that spent too much time focusing on
research and academic work were inclined to leave their posts. Indeed, high levels of
stress were associated with heavy workloads, and low levels of rewards.
Various studies have confirmed that high workload is one of the most stressful aspects
of careers, For instance Xiaoming (2014) in their study sought to investigate the
Effects of Workload on Burnout and Turnover Intention of Medical Staff, and the
result of the study stated that Medical staff is forced to leave the work as they bear
distinct stress and burnout from workload. Although the tasks themselves are not
defined as the problem, as the workload and a lack of autonomy are problematic here.
When an academic feels free to continue to undertake academic tasks in the manner
that he/she deems suitable (e.g. teaching, administrative functions, research papers),
then these tasks can serve to maximise job satisfaction, which will subsequently
decrease turnover intention. This will in turn stimulate a feeling of appreciation from
the organisation in relation to these specific skills, which develop enthusiasm and an
interest in acquiring new skills and experiences that lead to the development of new
and more challenging roles. However, despite the fact that social support has a proven
role in the handling of stress, previous related studies have indicated that academics
report that they do not receive regular support from their colleagues. Most academics
were not content with the support and cooperation that they would receive from their
colleagues, and the level of interest displayed in their academic activities. These
situations suggested that every academic staff member is noted to experience
perceived competition from each one of their colleagues, instead of increasing support
and cooperation, which can prove detrimental in itself.
[55]
A study by Matz et al. (2013) disclosed some predictors of turnover intent among
adults, as for instance, personal characteristics, work environment variables, and job
attitudes. The study examined the relationship of these variables with turnover
intention among custody and non-custody employees in the field of facilities, which
was managed by the Kentucky Department of Juvenile Justice (DJJ). The first
variable, which is known as the personal variable, encompasses factors of gender,
race, age, education, and geographical locations of facilities, as well as custodial
versus noncustodial positions. The second variable, which is referred to as the work
environment variable, comprises staff perceptions of supervision, collective efficacy,
communication and relationships, co-workers, safety and security on jobs, and the
type of facility at which an individual is employed. The third variable, which s stated
as the job attitudes variable, consists of job satisfaction and organisational
commitment.
The results of the study denoted that the implementation of demographic or personal
predictors of staff turnover provided inconclusive and sometimes contradictory
results. Some studies found that turnover intention cases among women occur more
often than among men, although the effect of gender vanishes once work-related
variables are introduced into a hierarchical model of turnover behaviour. On the other
hand, there is a controversial debate that still remains regarding the relationship
between age and education with turnover intention. Indeed, certain studies have
indicated that younger employees are more likely than older ones to have turnover
intentions. Meanwhile, different investigations have stated the direct opposite
findings. It has been found that minority and ethnic groups, as well as the level of
higher education that employees have, have a relationship with turnover intention. In
terms of whether staff lived in rural or urban regions, there was no effect found here
for the prediction of actual turnover, or turnover intention.
Organisational justice is mentioned in reference to the perception by employees in

relation to fairness that exists within the workplace. Loi et al. (2006) stated that the
concept of justice perceptions from employees in the process of turnover has not yet
been covered comprehensively in the present field of research. Previous studies that
addressed the evidential correlation that exists between organisational justice and
actual turnover or turnover intention drew attention to two greatly specific forms of
justice perceptions. The first one, which is known as distributive justice, refers to the
[56]
perception of outcomes in a fair and just manner. The second one, which is stated as
procedural justice, refers to the fair and just perception of procedures that are used to
decide outcomes and allocations. Furthermore, Karatepe and Shahriari (2014)
indicated that three types of justice: distributive, procedural, and interactional, are also
considered to be determinants of employee outcomes, such as with respect to
emotional exhaustion, job satisfaction, organisational commitment, and turnover
intention. Additionally, turnover intentions and voluntary turnover, as well as
organisational justice, are reduced when they are simultaneously put together with job
embeddedness, as it functions to mitigate the intentions of turnover. Therefore, the
negative correlation that exists between organisational justice and turnover intentions
may become strengthened by job embeddedness.
Korunka et al. (2008) added that the quality of working life, and job and
organisational factors, have been found to be instrumental indicators for turnover
intention and turnover decisions. Both job and organisational factors encompass job
satisfaction, organisational commitment, turnover intention, and actual turnover.
Also, low levels of job satisfaction are found to be significant predictors of both
turnover intention and turnover itself, based on the widely known model of turnover
intention by Mobley, as has been mentioned in Yin-Fah et al. (2010). Furthermore,
organisational commitment in the turnover process provides a pivotal role in turnover
intention and actual turnover.
Another pivotal factor that prior researchers have repeatedly denoted to be directly
correlated to organisational commitment, job satisfaction and turnover intention
comes from the definition of “burnout”. Burnout is represented by a number of
dimensions, and one of them is emotional exhaustion. This is linked with low levels
of job satisfaction, low levels of organisational commitment, and a high level of
turnover and turnover intention. To conclude, the most immediate predictor of actual
voluntary turnover is behavioural intention to leave.
Laschinger (2012) suggested that Core Self-Evaluation (CSE) influences job

satisfaction and burnout, which is one of the personal dispositional factors, in addition
to situational factors, that play a significant role in employees’ responses to work life
conditions. In total, four personality characteristics represent CSE, which demonstrate
the affect on how individuals evaluate, discern and provide a response to their
[57]
environments. These are comprised of: emotional stability, general self-efficacy, locus
of control, and self-esteem. Meanwhile, situational factors consist of structural
empowerment that is defined to be the level of accessibility to workplace conditions
which ultimately provide necessary information, opportunities, resources, and support
to be educated and to have the possibility to mature professionally. Structural
empowerment is linked positively to a feeling of autonomy, to support for
professional practice, to job satisfaction, to organisational commitment, and to mental
and physical health outcomes, such as burnout and turnover intention in employees.
On the other hand, Kim (2014) has focused, through a different investigation, on the
determinants of turnover and classified them into three sets of factors: (1) external
determinants, (2) structural or job-related factors, and (3) personal characteristics of
employees. These predictors, which are taken from previous literature, consist of four
groups, including demographic predictors: job satisfaction, organisation and job
environment factors, job content and external environment factors, and other
behavioural predictors. Furthermore, this correlates together with a friendly
workplace, good quality of pay, awards such as incentives for high performance, and
reasonable workload that all have a reverse effect on turnover intention. Moreover,
the review of goals and appraisals, work-life balance support, and responsibility for
results also create a more beneficial effect upon turnover intention.
There is not any universally approved framework for the reasons that drive people to
leave, and because of this, the phenomenon is hard to assess or understand for
management and administration teams. However, Kim (2014) discussed five reasons
for turnover tendency: personal characteristics, the type of job, role conflicts, career
outcomes, and employment characteristics. In addition, other reasons that instil the
intention for workers to leave the workplace are those that are related to task-level
variables and organisational-level variables. Moreover, several studies have examined
the precursors of turnover intention and the relationship between job satisfaction,
organisational commitment, job characteristics and turnover intention. To elaborate,
the characteristics of the job, job context and distinctive job features might have
certain effects on employees within particular organisations. For example, the nature
of work for employees who deal with consumers in a direct manner might have an
influence on their organisational commitment (Yücel., 2012).
[58]
In the investigation by Morell et al. (2001), it was argued through the article that the
deliberate intention of and propensity for an employee to leave or to stay is called
"activity of voluntary turnover intention", and this should comprise three broadly
interrelated units: (1) social affiliates, (2) the employee, and (3) the employer. The
determinants of employee voluntary turnover are classified as either internal, when
they originate from within the same company, or external when they are related to
factors that stem from outside that influence the decision to leave or to stay. The
“final” behaviour will take place when there is a discrepancy between the advantages
expected by an employee from the employer, and the actual benefits received from the
organisation. This is supported by Expectancy Theory, as was mentioned above
previously, and Lawler's Discrepancy Theory, which postulates that pay satisfaction is
a result of the variation between payment that should be received, and the amount of
payment that is actually received (Udechukwu and Mujtaba, 2007).
Holtom et al. (2008) suggested that organisations and employees must create
equilibrium for the benefit of both parties in order to decrease the rate of employee
turnover. Their study noted that there are two factors that duly affect employees'
organisational commitment and attainment: (1) the perceived desirability to leave (job
satisfaction), and (2) the perceived ease of leaving a post, which could be related to
other job opportunities. There are a number of factors that influence job satisfaction
and other perceived job opportunities. In fact, job satisfaction is influenced by
individual differences, such as personality and ability, and as a consequence, it
influences the desirability that is felt by an individual to leave. Meanwhile, perceived
job opportunities are influenced by the nature of the job. It is noted, however, that the
factors of job satisfaction and perceived job alternatives are intrinsically interwoven
with each other.
Khatri et al. (2001) discussed three determinants that have an influence on turnover
intention. The primary determinants they discuss are demographic factors, such as:
age, gender, educational level, tenure, income, and job category. The second
determinant can be thought of in terms of uncontrollable factors, which comprise
perceived alternative job opportunities and job-hopping (one of the turnover types).
The third determinant deals with controllable factors, such as: pay, the nature of the
work, supervision, organisational commitment, distributive justice, and procedural
justice. Moreover, Khatri et al.’s (2001) results showed that there is a negative
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relationship between turnover intention and three of the demographic factors, such as:
age, gender, and income level. However, the educational level of an employee is
deemed to be positively related to turnover intention, as the higher the educational
level, the greater the probability of leaving or thinking about the intention to leave. In
relation to job category and gender, non-managerial employees are more likely to
withdraw than managerial employees. It is also analysed that females tend to leave
their jobs more often than males. Nonetheless, certain studies do maintain that there is
no evidential link between gender and turnover intention.
The controllable factors of job satisfaction include factors such as pay, nature of
work, and supervision, that have a direct effect on organisational commitment and
organisational justice (distributive and procedural). Meanwhile, uncontrollable factors
are perceived to be alternative job opportunities and refer to an individual’s
perception of the availability of alternative jobs in the working conditions of the
organisation, and their perception of job-hopping. Overall, there is a negative
relationship between controllable factors and turnover intention. Conversely, there is a
positive relationship between uncontrollable factors and turnover intention. The
controllable factors are those that are influenced by the organisation, and the
uncontrollable ones are those that the organisations have relatively little control over.
Ng et al. (2007) indicated that job mobility refers to patterns of intra- and inter-
organisational moves over the life span of the employee's work life. Employee
turnover and job mobility behaviour have recently become more common as a result
of cases of organisational lay-offs and restructuring. Therefore, it is surprising that
employees are aware nowadays that long term job security may not be a genuine
employment aim, which results in many employees showing their readiness to
become more mobile. The study by Ng et al. (2007) proposed further macro-level
factors, which include economic conditions and industry differences that characterise
the process of job mobility behaviour in the labour market. The individual
characteristics suggest that dispositional features influence a person's tendencies that
lead to job mobility and turnover, as well as subsequent behaviours that relate to it. In
the meantime, an individual’s decisional perspective suggests that the decision to
engage in job mobility can be reached based on the assessment of three factors:
subjective norms, the desirability of the mobility option, and the employee's readiness
to move. Indeed, employees are eager to seek out various positions that might
[60]
improve their skill sets. Separately, in recent times, it has been noticed that German
expatriates express their readiness to leave following their return home from working
abroad. Additionally, researchers noted that there are several relevant types of
contingent employment, such as: outsourcing, part-time and temporary work, and
agency work.
In contrast, Perez (2008) classified different factors that concern employee turnover
intention into two major groups, the financial and the social aspects of withdrawal,
and claims that these two groups play a significant role in employee turnover
intention. The financial group includes elements, such as wages and fringe benefits,
which employees receive in return for their applied service. Meanwhile, the group for
social aspects of withdrawal include elements, such as the types of social behaviour
exhibited by an employee within his/her organisation. For instance, his/her levels of
integration, and levels of interrelationship with other employees. The higher an
individual’s perceived financial and social benefits in an organisation, the lower the
rates of turnover intention will be. Secondly, the intensity of desire for leaving has an
influence on turnover intention and actual turnover. The degree of intensity is
measured by levels of job satisfaction, and job insecurity.
It is argued that some employees actually leave their companies as a result of the
absence of leave and justice. Heydarian and Abhar (2011) highlighted three types of
organisational justice: (1) payment justice (i.e. employees prefer to receive a salary
that matches their efforts), (2) procedural justice (i.e. the degree of fairness in decision
making, consistency, accuracy, representativeness, morality, and ethicality), and (3)
interactional justice (i.e. quality of the interpersonal treatment each employee
receives).
Despite the plethora of studies concerning the relationship between pay satisfaction
and turnover intention, there is a need to examine the relationships between these
variables within different organisational environments. For example, Singh and
Loncar (2010) investigated the relationship between pay satisfaction and job
satisfaction, and their effects on turnover intention that exist within social
employment jobs such as nursing. Generally, employees look for employment where
there is a balance between what they invest or apply within their jobs, and what they
receive in compensation. These findings that were evaluated by Singh and Loncar
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(2010) indicate that the correlation between pay satisfaction in jobs, such as nursing
and turnover intention/actual turnover, is negative. In other words, turnover
intention/actual turnover decreases with improvements in pay satisfaction and vice
versa.
Further to the above findings, Heydarian and Abhar (2011) found that organisational
commitment, person-organisation suitability, job satisfaction, organisational justice
and turnover intent/actual turnover also have a negative relationship. Turnover
intent/actual turnover are related negatively with respect to the age of an employee,
and the position filled within a company. Work-related stress, however, and levels of
education were reported as having a positive relationship with turnover intent/actual
turnover. Surprisingly, their findings that were analysed in relation to the gender of
employees showed contradictory results.
Lee et al. (2012) noted that job satisfaction, employee commitment, and turnover
intention are interrelated with each other, and certainly the intention to leave does not
stem from nothing, as it is a result of lower levels of satisfaction and commitment
towards a current job. Also, the results of Yin-Fah et al. (2010), which were based on
private sector employees in Petaling, suggested that organisational commitments, job
stress, and job satisfaction all have a significant relationship with turnover intention.
Usually, organisational commitment and job satisfaction have a negative relationship
with staff turnover intentions. Meanwhile, there is a positive relationship between jo b
stress and labour turnover intention.
Factors such as job stress and job satisfaction are heavily linked with long term
organisational commitment, and directly influence employee decisions to continue or
leave their jobs. Accordingly, the higher the level of experience and knowledge of an
employee, the more job satisfaction they will have, and the better the performance
they will produce. As a result, workers will become more committed to their
organisations. Furthermore, the higher salaries are able to rise to, the more improved
organisational commitment and job satisfaction will be. Hence, human resource
departments should reward staff members both financially and verbally, and provide
them with incentives and compliments.
There does seem, however, to be some substantial empirical evidence that job
satisfaction is negatively related to turnover intentions. However, a study by Ucho et
[62]
al. (2012) pointed out that employees are less likely to leave their jobs regardless of
their level of job satisfaction, because of the scarcity of available job opportunities
and the absence of well-structured schemes in the Nigerian marketplace. Moreover,
there was a suggestion that the duration of employment did not have an effect on
employees who have the intention to seek out better employment.
The Ucho et al. (2012) study, carried out in the Nigerian marketplace, found that there
is no relationship between sex and the causes of employee turnover. Yet, the type of
sector does seem to contribute a role in decisions to leave posts. Gradual employee
turnover is generated by retail shops, hotels and restaurants, and customer centres, and
this is in addition to the existing lower employee turnover represented by civil
servants, firemen, and people employed in the public sector. Additionally, a study by
Tian-Foreman (2009) addressed both gender and tenure as personal factors that might
have an effect on turnover intentions. Nevertheless, the findings revealed that gender
does not in any way affect turnover intention, although job tenure does have a
negative relationship with turnover intention.
The relationship between position and personal/individual factors and their influence
on intent to leave or actual action of leaving has been examined by Heydarian and
Abhar (2011) and Tian-Foreman (2009). Their findings revealed that individuals who
have a managerial rank have lower rates of turnover intention than those who are in
non-managerial ranks, and that personal reasons, such as moving home, getting
married, illness, and retirement are not counted as factors that affect employee
turnover.
Ghosh et al. (2013) and Perez (2008) indicated that the most important determinants
of whether an employee decides to finally stay or leave a post of employment are: (1)
payment (i.e. remuneration, benefits), (2) imbalance between performance and
reward, (3) vision for the future (i.e. trust in the company's vision, taking into account
business ethics, trust in management, new projects and innovation, speed of turnover),
(4) workplace relationships and job design (i.e. co-operation, treatment, fairness,
tolerance, helpfulness, styles of assigning and performing tasks), (5) recognized roles
and positions (i.e. job satisfaction, prestige, opportunities, development, and
recognition), (6) communication within the organisation (i.e. type, feedback, sincerity,
ethics, awareness, concealment of information, and respecting opinions), (7)
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organisational culture (i.e. workload, flexible working hours, access to sources, type
of culture, and focus on quality), and (8) expectation (i.e. imbalance between
workplace and personal life, and unclear job descriptions).
Furthermore, Urbancov and Linhartov (2011) examined whether or not there are
relationships between employee dissatisfaction and factors such as: remuneration, job
security, relationships, recognition, communication, culture, and expectation, and
whether there is a direct relationship that exists between these factors, and employee
decisions to leave their post. The findings demonstrated that the factors that determine
turnover intention are classified into personal and formal aspects. In addition, the
leading factors in employee turnover within the Czech Republic are remuneration and
salary, which are then followed by low future job security. Remuneration and salary
are included under the umbrella of employee expectations. Subsequently, after future
job security is established, possessing recognised roles, posting, and comunication
within an organisation all share third place in one's priority list within their place of
employment. The final two causes for leaving a place of work include concerns with a
particular prevailing corporate culture, and unclear expectations of employees.
However, within this study, personal benefits were not examined for their effects
upon decisions to leave a company.
Min (2007) and Labatmediene et al. (2007) propose that turnover is caused once
employees feel that they are not experiencing job satisfaction with their actual
organisations, and once they have low levels of organisational commitment and
retention. Therefore, organisations are obliged to recruit appropriate employees who
positively influence the systems of an organisation. In terms of the education sector,
that specific study has denoted that salary and benefits are the most important factors
that actively influence lecturer turnover. In addition to this, Hesselink and Vuuren van
(1999) have confirmed through their own study that insecure positions are also
considered to be a main factor for leaving. The phenomenon of laying-off a number of
lecturers at an institution without any clear justification will kill the enthusiasm of
others, and cause fear among them.
Employees are leaving their jobs in order to find others that match their competencies
and interests. Paulsen (2014) stated that once employees feel unmotivated or
disengaged within a working environment, once they do not have clear
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responsibilities or performance standards, or once they feel that they are not directed
as required, they will leave their schools for places where their interests are given
priority and attention.
When it comes to gender-based studies, Shapira-Lischshinsky (2009) ascertained that

women’s rates of turnover intentions and actual turnover are higher than in men. Such
findings can be attributed to their high levels of job dissatisfaction, which in turn can
be attributed to the lower level positions held by women, and to lower earning and
promotion potential. Employers' experiences may lead them to expect women to leave
an organisation sooner than men. In that particular study, women found that they
experienced a greater number of circumstances forcing them to leave organisations,
such as pregnancy and the birth of a child. Finally, the findings of Nienaber and
Masibigiri (2012) have revealed that turnover intent in public servants is related to the
nature of the job, traditional attitudes, and the organisational context.
It is apparent that most studies of turnover intentions demonstrate that job

dissatisfaction is the key reason for employee turnover intention, and that job
satisfaction and turnover intention are interposed by organisational commitment. Lee
et al. (2012) used the linear structure model to scrutinise the reasons that motivate
hotel employees in Taiwan to plan to leave their jobs. Their findings showed that
there are positive relationships between work environments, payment, and personal
relationships, together with turnover intention. Thus, the more harmonious the
interpersonal relationships between hotel staff, the more positive their job satisfaction
levels, which, in turn, will positively affect the rate of employee turnover. Min (2007)
stated that employers should offer a better working environment for their employees
in order to achieve effective and improved job satisfaction that will ultimately reduce
turnover rates. Furthermore, Bergiel et al. (2009) proposed that a high level of
organisational commitment in staff is reflected negatively in turnover intention. In
other words, an employee with high job satisfaction exhibits a higher degree of work
efficiency, organisational commitment, and employee trust and reliance, and takes a
conscious decision in not having any intention to leave. According to Aladwan et al.
(2013), it should be noted that a high salary level influences organisational
commitment positively, and that this is subsequently reflected in lower levels of
employees thinking about the intention to leave their roles. Moreover, payment and
[65]
job satisfaction have direct effects on turnover intention, as seen. In other words, the
higher the salary, the more positively affected staff performance will be.
The findings of Quan and Cha (2010) have demonstrated that younger employees
have higher turnover intention rates than older ones, and younger employees who also
experience less job stress than older individuals. Additionally, the results of Ho et al.
(2013) indicated that gender has a significant relationship with turnover intention.
Furthermore, Ang et al. (1994) and Herbohn (2005) indicated that there is a gender-
based wage differential within organisations. Invariably, employers believe that
females are more likely to have discontinuous periods of employment than males.
Moreover, the studies that were conducted by Ang et al. and Herbohn examined the
extent to which the differences in wages between female and male accountants can be
explained by discrete employment. The results helped to denote that approximately
one third of the gender-based differences can be attributed to female career breaks,
and that discriminatory salaries between genders can be put down to sociological
rather than economic factors. Finally, the findings showed that there is economic
justification regarding the roles and regulations that organise pay levels for gender-
based differences in wages, and that this is related to the productivity of female and
male employees.
In a study conducted by Cameron (2003), it was suggested that there is an effectual

impact of leadership styles on job performance, satisfaction, stress, and turnover
intention/actual turnover. According to Chen and Silverthorne (2005), the
effectiveness of leadership styles, and the influence of the compatibility between the
leadership style adopted and employee efficiency are measured in order to predict
outcomes for all organisational and individual dimensions. A suitable match between
leadership style and cases of employee intention/ actual turnover effectively leads to
higher levels of employee job satisfaction and performance, as well as to lower levels
of job pressure. As a result, there is a lower level of future intention from employees
to leave their posts. The results from that particular study indicated that the more
appropriate a manager's style of leadership, the more effective the impact from a
manager will be on his/her employees. Still, Lee et al. (2010) indicated that leadership
style does not predict job performance when there is a positive relationship between
the ability and willingness, as well as between employee job satisfaction and job
performance. Employee willingness is related positively to job satisfaction and job
[66]
performance, and is negatively correlated with possible employee turnover intention.
Meanwhile, job satisfaction is inversely related to turnover intention.
Furthermore, studies by Bergiel et al. (2009), and Blomme et al. (2008) explained that
the Chartered Institute of Personnel and Development (CIPD) addressed the main
three causes for voluntary employee turnover, and these are, firstly, the absence of
training courses and career development, secondly, worse compensation and benefit
packages, and, thirdly, poor management. What is more, HR management teams have
to be responsible for taking the necessary measures to address issues in these areas
before any inconvenient problems should arise.
Nyamubarwa (2013) investigated turnover intention or actual turnover among

academic librarians in Zimbabwe, as the labour market in Zimbabwe is characterised
by high levels of employee turnover and low degrees of job security. Academic
libraries, like any other employers, work hard to offer adequate and suitable services
and facilities to employees, as for instance, they sometimes offer appropriate reward
systems and incentives. Consequently, employees will look beyond their employers to
make a living when these benefits are not provided. In short, Nyamubarwa (2013)
identified various factors that help shape and predict turnover intention among
academic librarians in Zimbabwe: salaries and conditions of service, job performance,
career growth, work environment, job satisfaction, employee commitment,
promotional opportunities, and supervisory style.
Ng et al. (2007) indicated that there are several determinants for job mobility, and the
first they address is through economic conditions which have an effect on increasing
the downsizing capability at a firm. In a growing economy, organisations might
expand both vertically and horizontally, which permits various alternative job options
for employees to move to. Specifically, when a firm increases in size vertically, it
consequently requires more managers to help run the organisation, and this maximises
the quantity of upward turnover behaviours. On the contrary, when a firm increases
horizontally, it ultimately creates further departments and units, which in turn will
increase lateral job mobility options. Finally, a strong economy may also increase
alternative job opportunities for employees outside of their current employers.
The second determinant of job mobility or turnover, which has been noted by Ng et
al. (2007), is societal characteristics: war, international monetary crises, new
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professions based upon innovative discoveries, sudden technological developments,
movements of civil rights movements, battles between labour factions, or various
different corporate takeovers. On this view, the third factor that influences turnover
rates, or job mobility and job shifts, is the variation between different industries or
fields. This is observed in the differences between types of organisations, industries,
occupations, reward systems, career ladders, and employment relationships.
It has been ascertained that the turnover rate was low in high-wage industries, as well
as the rates of intra-firm mobility and upward mobility (Ng et al. 2007). In this
context, the minimum profits from external mobility were a sign that the differences
in inter-firm salary that existed within industries with high-wages were relatively
minimal. Similarly, only the degree of employee internal-lateral and internal upward
mobility was determined, because high wages are capable of retaining or entrenching
workers more successfully. Fourthly, the availability of internal mobility options that
relate to an organisation’s employees are determined by the staffing policies. Thus,
two specific major dimensions may summarise the staffing policies of the
organisations: the openness of the internal labour market, and the internal competition
of colleagues. Furthermore, Liljegren and Ekberg (2009) added that another definitive
factor that influences turnover and job mobility comes from an individual employee’s
perspective. Employees considered job mobility as a salient strategy that enhances
their position along with achieving an increase in salary, although job mobility and
turnover may also be associated with some negative factors or causes. Researchers
may think here of conflicts with supervisors, high amounts of physical and emotional
stress and anxiety, a high degree of job insecurity, reduced degrees of job satisfaction,
and a reduced level of organisational commitment. Indeed, such determinants lead to
an increase in the willingness of an employee to leave.
There is a link that is present between employee engagement with their environment
and turnover intention. Slåtten and Mehmetoglu (2011) noticed that institutions have
recently acknowledged the importance of spending time and money in order to
guarantee optimum performance from their employees. Consequently, employers are
required to have both a clear rationale for and a method of implementation for ideas
about the method to attract the right employees to their workplaces. Engaging talented
employees must be seen as a matter of organisational priority, as these people are, by
definition, precious assets to their institutions. Woodruffe (2006) presented an eight-
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point plan for how to fulfil employee engagement and this plan seems capable of
guaranteeing higher rates of employee retention and lower rates of employee turnover.
The points of the plan are as follows:
(1) Show the importance of the retention of the most talented employees through a
public statement of commitment which enhances good employee-management
practices;
(2) Consider the culture of effective employee retention as a core business strategy
by ensuring all line managers understand its importance to the organisation;
(3) Pay attention to each employee's needs while they are at work;
(4) Offer support and training courses to managers who are present at the company;
(5) Conduct regular employee satisfaction audits;
(6) Recruit in such a manner that will make it possible to ensure only talented and
committed employees are hired and retained;
(7) Build stable trust between staff and administration;
(8) Develop and advance the skills and competences of all employees.
In addition, the results of Tziner et al.’s (2011) study supported the claim of a
relationship between the interactive effects of the dimensions of organisational
justice, organisational culture and organisational citizenship behaviour in relation to
turnover intention. Lastly, individual and personal traits also influence rates of
employee turnover and an intention to leave. Additionally, Labatmediene et al. (2007)
examined personality characteristics such as self-confidence, affectivity, decisiveness,
and relationship ties as being key operating factors on whether to leave or stay, and
found that these factors had a negative effect on turnover and turnover intention.
Another study, which was presented by Woodruffe (2006) and Moncarz et al. (2009),
confirmed the desire and aspiration of different employers to make serious conscious
efforts to instil excellent levels of motivation in their employees. It is true that
sometimes motivators take the form of financial incentives to retain capable and
effective employees. Both emotional and physical motivators effectively increase the
levels of job satisfaction, organisational commitment, and employee engagement, and
these motivators can be provided by offering the following organisational concepts:
career development; autonomy; civilised treatment; employee commitment; pleasant
working environments; ease of communication with management; support; feeling
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challenged; being trusted; a feeling of working for a reliable organisation; a sense of
accomplishing useful assignments; and finally, fostering a balance between work and
personal life.
2.3.4 Determinants of Turnover Intentions in the Education Sector
The previous section looked at the details of several studies that examine both the
direct and indirect factors which are related to employee turnover intention and
employee turnover in general. Following on from this, the studies below specifically
discuss the factors that lead instructors/lecturers either to stay at or to leave an
organisation, and address the reasons for those decisions relative to educational
environments.
Studies of overall lecturers' actual turnover and the intent to leave have revealed some
of their factors and causes. Pamu (2010) claimed that intrinsic and extrinsic rewards
are the most frequently examined factors of turnover intention. Through that study,
the term "intrinsic" is defined as acting in certain ways because an individual sees it as
personally rewarding, which means that to do an activity for its own interest rather
than the need for external reward, while "extrinsic" relates to when individuals are
encouraged to act in order to get a reward or avoid a punishment.
One of the main factors that can lead to the lecturers’ intent to leave or actually leave
is motivation, which is more closely associated with intrinsic rewards than extrinsic
ones. Additionally, the working environment for a lecturer is found to have a direct
effect on lecturer turnover and the intention to leave, which can ultimately be affected
by: class size, teaching loads, and the availability of teaching materials and teaching
aids. The age of the lecturer also has an influence on the intent to leave, as the
younger faculty members with lower levels of job satisfaction are more likely to leave
their jobs or possess the intention to do so. Instructors who are less satisfied with their
jobs and do not like working at a particular school, and who have continuously
changed schools are more likely to intend to withdraw. Additionally, lecturers with a
high proportion of minority and special needs students in their classes exhibit higher
rates of actual turnover and turnover intention.
Candle (2010) indicated that a turnover rate of 25% is considered perfectly

satisfactory by all businesses, whether academic or other types of institution. Candle’s
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study within the educational context outlined that factors that duly affect lecturer
turnover are distributed into three categories: employer related factors, employee
related factors, and external related factors. Moreover, lecturers who feel disappointed
will choose to change their jobs for other posts of employment where they are more
recognised, and better incorporated into the environment of the institution as effective
team players. According to the study by Shapira-Lishchinsky (2012), it appeared that
the working conditions of lecturers define a pivotal role in the quality of lecturers'
attitudes in regards to their institutions. It was also suggested that schools can change
their policies to attract experienced staff members, which would subsequently result
in rewarding them, as well as motivating them in order to reduce lecturer turnover.
However, lecturers' salaries are not a direct cause of lecturer turnover, as it appears to
be true that lecturers are willing to take lower salaries in exchange for better working
conditions, which they define as pivotal to job satisfaction.
It was found by Ramli et al. (2014) that academics and lecturers participate in an
active way in innovative research work and community services, as academics are
responsible for performing various duties. In general, academics need to discharge
their essential teaching duties and responsibilities, as well as accomplish their non-
academic responsibilities, such as marketing and administrative work. Thus, all these
working duties can put academics under a great amount of stress. Overall, the
symptoms of stress manifest themselves in the following way: employee cynicism
towards the nature of or the place of work, poor organisational commitment, low job
satisfaction, and, finally, an attraction to turnover and turnover intention.
A study by Conklin and Desselle (2007) examined the factors that lead faculty
members in the pharmacy department at Duquesne University, Pittsburgh who intend
to leave or stay at their most recent academic institutions. The study also sought to
determine the role of organisational and individual characteristics in explaining
turnover intent among the individuals who were studied. The researchers posited that
the success and prosperity of academic staff depends heavily on interdisciplinary
consensus, which is the level of agreement upon teaching and academic research, and
organisational policies and procedures. It was also found that faculty members with
good levels of discipline are able to combat additional negative effects on their
productivity (e.g. an excessive work load). Nevertheless, in general, a lack of
interpersonal communication at work, increased incidence of research rejection, little
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opportunity for research, untested teaching strategies, lower salaries, and disputes
over educational standards are considered as leading to actual and intentional turnover
among those faculty members studied.
It has been indicated by Falch and Strøm (2005) that turnover behaviour takes place
when the discounted utility stream (total benefits or features) in the current job is less
than that of the related alternative job opportunities. The study highlighted the fact
that salary differences between teaching and non-teaching careers explain what drives
lecturers to change their career from academic to non-academic professions.
Additionally, national lecturer wage systems also encourage lecturers to look across
schools in order to locate suitable matching jobs that satisfy their aspirations and
preferences. As a result, the effect of the high rate of lecturer turnover in schools with
many minority students might have a negative impact on the educational performance
and attainment of those students, especially if their replacement lecturer is not well
qualified. Falch and Strøm's study has empirically quantified the effect of non-
financial school and district variables on lecturers' turnover decisions.
The findings of many studies, such as Labatmediene (2007) and Candle (2010) have
indicated that higher salaries minimise lecturers' propensity to leave. However, a few
research papers have demonstrated that even non-financial determinants play an
important role in lecturer's decisions to leave. The turnover cases of lecturers in Falch
and Strøm’s study show that well-qualified lecturers have a high tendency to leave
from schools with an increased average of minority students, and high proportions of
low achievement students. Moreover, the study examined the effect of working
conditions, and the salary of lecturers, on lecturer turnover. Invariably, working
conditions, class size or resource use per student is seen as variables that have an
effect on a lecturer's overall performance. Lecturers having issues in these areas have
to work harder. In short, the effort made by lecturers in one hour is greater in large or
complex classes than in smaller classes. Consequently, their turnover cases start to
actually experience a reduction. Additionally, lecturers' wage flexibility is limited, so
schools reduce class sizes in an attempt to improve working conditions and, thus,
minimise cases of lecturer turnover. Certainly, lower class sizes do positively affect,
to a certain extent, the length of stay in teaching. The results of the study have
suggested that non-financial factors, such as working conditions, are more important
than salary differences when taking decisions about leaving. The researchers urge that
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the wages of lecturers should be adjusted to compensate for non-financial
characteristics of schools and districts, additional living costs, and alternative job
opportunities.
Labatmediene (2007) confirmed that the turnover intention rate is lowered as a result
of the level of organisational commitment that moderates variables related to support
and job satisfaction. Pharmacy faculty members decide to stay or leave based on their
sense of commitment towards their institutions above all other variables. Furthermore,
the study by Candle (2010) examined employer-related, employee-related, and
external-related factors of lecturer turnover within private secondary schools in
Uganda. Indeed, the main reason for lecturer turnover was perceived to be related to
low wages, more than any other factor. The findings indicated that it is the well-
trained and the more experienced lecturers who leave their schools for better
employment opportunities.
On the other hand, the research study by Pamu (2010) indicated that there are certain
factors that inhibit lecturers in their thought of intending to leave or actually finally
deciding to leave their post of employment. For instance, losing a job position may
prevent employees from leaving, even if they do not exhibit any job satisfaction
towards their schools. Additionally, job-specific teaching tasks, a tendency towards
financial and social benefits, and the likelihood of a shorter working week than other
professions are some of the factors which may encourage retention within the
teaching profession at all different levels.
Lastly, it should be noted that the attractiveness and availability of alternative jobs can
influence employee turnover cases. External factors such as high rates of vacant job
offers and personal living circumstances play a major role in the turnover process.
Thus, Ghosh et al. (2013) argued that organisations and academic institutions should
attempt to comprehend the main detrimental factors of actual employee turnover and
turnover intention in order to minimise their negative effect on general organisational
performance. It should be noted, however, that undesirable outcomes of actual labour
turnover and turnover intention have attracted the attention of various researchers,
who focus more on the movement of employees who leave or intend to leave rather
than those individuals who actually enter professions and organisations.
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2.4 Advantages and Disadvantages of Turnover Intention
The consequences of turnover for organisations and academic institutions cannot be

defined as either good or bad in relation to the definitions to what they show, as
depending on the specific context, turnover can be both desirable and undesirable.
Therefore, this section examines the advantages and disadvantages of turnover in
more detail.
Ramli et al. (2014) stated that turnover intention among lecturers or academics might
have negative effects on an educational institution, as well as the students themselves.
Additionally, employee turnover might have unfortunate consequences for an entire
institution, as it results in heavy costs for most organisations. The negative
consequences faced by organisations from employee turnover can be seen from two
points of view: the direct cost and the indirect cost. The direct cost concerns the
consumption of an organisation’s time and finances in the process of finding, hiring,
and training new employees. Meanwhile, the indirect costs concern the expenses
incurred whilst new employees are still being sought, as organisations suffer from low
productivity that is caused by understaffing that is also due to the inexperience of
fresh employees. Moreover, Ramli et al. (2014) have stipulated that in the academic
and educational context, investment in the human resource sector on the searching
and hiring process by universities could be considered high, even though the return is
considered poor in comparison with the cost of investment, which can be related to
many factors, with turnover as one particular notion among them. In other words, it is
thought that institutions are not capable of obtaining a positive return from such
investments. It defeats the aim of gaining and sustaining high quality human capital
and a capable workforce. The problem of academic staff turnover is called ''Brain
Drain''; the excellence of the higher education sector depends heavily on the kind of
people that academic institutions can retain on their faculties.
Different personal factors that can affect directly upon the commitment of
organisations have been stated as possibly leading to turnover intentions, and varied
results which have shown that Saudi Arabian universities are failing to define
implemented measures that could be effectively stipulated in the process of retaining
resources that are worthy and highly qualified (Iqbal, et al., 2010). Indeed, certain
preventive actions that are present include management training, which captures
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incidences of dissatisfaction that is felt by employees, how satisfaction in the
workplace in measured in the periodic workplace, and management that functions
through an ‘open-door’ approach, together with maintaining standards of hire that
remain strict. Furthermore, a streamlined and efficient human resource programme
has been suggested in order to maintain reduced and minimal costs. What is more, by
fulfilling organisational goals, it may be possible to obtain more beneficial measures
through attaching different employees, investments increases, and the process of
developing their obligations.
The concept of turnover entails a negative connotation of management failure to

motivate and retain employees. Employee turnover is a costly expenditure, especially
in lower paying roles where the rate of employee turnover remains to be the highest.
Nowadays, many organisations struggle to reduce employee turnover because such
turnover is related to lower organisational productivity, which in turn is associated
with certain costs. For instance, the costs of recruiting, inducting, supervising, and
training replacement employees are just some of these particular costs, which can
reach 70% of an organisation’s annual budget. In addition, employee turnover can
also lead to a loss of organisational knowledge and history. The problem is best
illustrated by cases where experienced and knowledgeable employees leave their
present position of working for their competitors (Nyamubarwa, 2013).
Candle (2010) noted that many scholars believe that a constant staff/lecturer turnover
can have either disastrous or beneficial consequences on an organisation, and the
positive and negative effects of turnover vary according to labour markets. This
section will explore some of these evidential consequences in more detail.
De Moura et al. (2009) stressed that most organisations seek to avoid employee
turnover since organisational investment in selection, training, and promotion is often
wasted, especially if valued workers leave. According to the findings of Urbancov and
Linhartov (2011) and regarding the effects resulting from employee turnover, a huge
number of respondents and more experienced managers believe that organisations are
threatened when individuals with rich background knowledge leave. The exact threat
is determined by the type of organisation, its size, and the operational sector of the
organisation which is affected. Perez (2008) aimed to examine the reasons for
turnover, turnover intentions, and job mobility in the Swiss labour market and the
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results that were acquired indicated that there are some detrimental effects at
financial, operational, and organisational levels. In other words, a company will
witness negative impacts on its organisational costs, on operational disruption, and on
organisational membership, which will become increasingly chaotic.
Morrell et al. (2004) explained that operational disruption takes place when a key
member of an institution who is highly interdependent, talented and helpful to
colleagues actually leaves their post. Moreover, lower hierarchy levels at certain small
companies accept higher turnover rates, since the problem can be easily solved by
recruiting a new worker or by training back up employees to be able to undertake
multiple tasks. Urbancov and Linhartov (2011) concluded that the negatives are
represented by the high costs of the recruitment process, and also by the process of
finding employees for all vacant positions, as it is relevant that selection, training, and
adaptation can take weeks. Therefore, organisations see employee turnover as a
problematic issue. Finally, Laschinger (2012) confirmed that the cost of the
replacement of a new graduate nurse is high both in terms of finance, and in the
faction of organisational productivity.
Kim (2014) argued that employee turnover has various harmful impacts on revenue
and expenses in management, and presents serious operational and strategic
challenges. Besides these, turnover in human services occupations negatively
influences not only management and organisation teams, but also the quality of
services and goods, which finally, in turn, leads to customer dissatisfaction. The study
by Kim (2014) sheds light on organisational turnover in newcomers, and it is
considered very problematic due to the high costs needed to recruit, select, and train
more new employees.
Long et al. (2012) also confirmed that staff turnover is costly at all levels of an
organisation with respect to the nature, productivity, and quality of the products or
services that are negatively affected. High levels of turnover may disrupt the stability
of an organisation through impacts on direct and indirect expenditure. Specifically,
direct expenditure refers to processes of selection, recruitment, and induction, and
also refers to the cost of training courses for new employees. Meanwhile, indirect
expenditure refers to those costs related to learning and teaching, reduced morale,
pressure on the remaining employees, and the loss of social capital. Additionally, high
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cases of turnover threaten the continuity of fulfilling predetermined objectives and
goals of an organisation. Moreover, there are other non-monetary measurable
expenditures that are associated with employee turnover intention, which produce a
loss of reputation and goodwill, reduced customer loyalty, and a decline in brand
trust. Overall, such negative consequences may have more extreme long-term impacts
than the direct financial costs of turnover.
The loss of knowledge is also a problem that companies, organisations, and academic
institutions following cases of employee turnover have become accustomed to
experience, as it particularly concerns instances of turnover where personnel move
from their jobs to a direct competitor. In order to avoid such crises, organisations must
guarantee that employees do not leave before they have transmitted their knowledge
to replacement employees. This can be conducted through appointing additional
employees when different instances of turnover happen to occur, which means that
employees who might leave are able to work with replacement workers for their
notice period. This process permits time for knowledge to be transmitted on to new
recruits. Moreover, further negative effects may include the failure to retrieve the
expertise and experience obtained by a former employee, leading to an increase in
responsibilities and tasks allocated to other employees after the period of staff
turnover, and leading to the possible loss of other customers (Van der Heijden et al.,
2009).
In terms of how organisations feel in relation to loss of knowledge, Govaerts et al.

(2011) pointed out that there is a fear of losing experienced employees in whom
companies have invested their time and money. It is evident that the future of a
company is linked with the continuous co-development of a company and its
employees. Thus, organisational prosperity requires the presence of committed and
engaged employees, as organisational commitment and engagement encompass
mastery of a body of knowledge, appropriate behaviour, and a sense of social
obligation. In that vein, Bergiel et al. (2009) stated that staff members within an
organisation are considered to be an essential building block, and that attention must
be given to them in relevance to improvement. Companies have to realise that the
previous success of an employee is not what is significant, but that it is his/her future
development which is certainly the most relevant from an organisational perspective.
Nevertheless, from a financial perspective, Nienaber and Masibigiri (2012)
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demonstrated that the process of employee turnover is followed by negative
consequences, such as hidden, unidentified, uncalculated, and unreported costs that
are linked with management planning. Furthermore, the staffing costs that are
associated with the loss of knowledge and the loss of some customer services in the
case of turnover are extremely challenging to overcome for many organisations.
Heydarian and Abhar (2011) divided the financial consequences that organisations
have to deal with as a result of turnover into four distinctive groups:
(1) Separation costs: these include all the costs that concern the dismissal of an
employee, e.g. exit interviews, termination, administrative costs of hiring, and
separation payments.
(2) Replacement costs: these concern the recruitment of a new employee, and
encompass costs that are associated with attracting new applicants, entry
interviews, testing, expenses, and acquisition and distribution of information.
(3) Training costs: these include formal and informal training courses for new
employees.
(4) Vacancy costs: these are costs which are attributable to the transition period
between the loss of an employee and hiring a new one.
In regards to the final point on the above list, a company may solve these problems by
hiring a temporary replacement to accomplish the required tasks. There is one
limitation for this negative effect of turnover, and that is the difference in performance
between the employee who permanently leaves and the employee who temporarily
holds his/her previous working position.
Mbah and Ikemefuna (2012) demonstrated that turnover adversely influences the
financial profits of an organisation. They also estimated that hiring and training a
replacement worker for a lost employee can potentially cost 50% of the general
employee's yearly salary, although it must be noted that it was stated that the costs do
not stop there. Each case of employee turnover in an organisation negatively affects
overall productivity because of the steep learning curve involved in understanding a
new job and a new organisation.
Kye (2008) confirmed that turnover has a negative effect, which can be seen not only
at firm level, but also at the level of the individual. Turnover is outlined by Brewer et
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al. (2012), as it was noted that turnover costs up to 1.3 times the annual salary in US
hospitals, which is as much as 5% of a hospital's budget. Korunka et al. (2008)
indicated that turnover is an issue of increasing importance for manufacturing
companies, since the turnover of skilled employees’ costs a lot and disturbs
organisational structure. Turnover of highly skilled employees means that firms must
endure extra unexpected costs which pertain to recruitment, improving skills, and
difficulties in completing projects. Additionally, Loi et al. (2006) claimed that
organisations suffer from employee turnover in terms of loss of talent.
In terms of obvious disadvantages and negative consequences of turnover intention,

good employees who provide benefits to an organisation are always going to be a
great loss for any organisation. According to Kim (2014), it is important to retain
newcomers during their induction periods, as well to hang on to existing workers,
especially highly talented ones. Despite an obvious need for information about
retaining staff members within an organisation effectively, Korunka et al. (2008)
asserted that there is scarce literature at present that helps detail effective retention
practices within organisational environments. Moreover, the field of Human Resource
Management (HRM), as seen earlier through that particular study, provides insight
into some effective methods which organisations can implement in order to retain
highly qualified employees, such as training, career opportunities, and fair reward
systems. Karatepe and Shahriari (2014) posited that managers need to retain a pool of
highly qualified employees with the right abilities, especially those workers who
provide quality services, and are in-line to occupy middle management positions in
the future. One of the strategies for employee retention comes from job
embeddedness, which has various effects on an employee's decision to stay at an
organisation.
Furthermore, the results from Galletta et al.’s (2013) ensured the importance of
organisations that implement management practices which enhance relationships. In
that study, this actually included high-quality employee (nurse)/supervisor
relationships, as well as employee (nurse)/employee (physician) relationships, since
these practices increase employees' (nurse's) identification with their units. Indeed, a
high level of individual affective commitment and good employee-employee or
employee-supervisor relationships are important factors in retaining a workforce, and
are instrumental factors in the process of employees developing strong self-
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identification with their working environments. Unsurprisingly, the quality of
relationships between staff members is an important factor in employee decisions to
leave the positions that they hold.
Nyamubarwa (2013) noted that human resource managers in various organisations

have paid a lot of attention in devising and implementing proper employee retention
strategies in response to the potential negative implications and effects of employee
turnover on organisational prosperity and success. Consequently, any organisation
that works hard to attract qualified and skilled employees, and to determine particular
strategies for retaining these talented employees, will surely result in the development
of great corporate rewards. Many previous studies have featured the argument that
organisations that do not have the ability to hire and keep highly skilled employees
are unable to develop organisational human resource competencies, and the resultant
competitive advantage.
Lee et al. (2006) confirmed that employee turnover leads to various advantages and
disadvantages for organisations. Some of the main advantages of employee turnover
come from replacing a poorly performing employee that accesses new knowledge and
technology, reducing labour expenses in the face of fierce competition, maintaining
strong relationships with the remaining employees, and embarking on new business
ventures to improve promotional opportunities for remaining employees. Meanwhile,
the negative effects of turnover comprise of greater economic expenditure,
productivity losses, weak service quality, and wasted business opportunities.
Furthermore, a company’s administrative burden increases as a result, and
subsequently there is a decrease in morale. In order to face competitive challenges,
knowledge possessed by employees is not only at the core of competence, but it is
also a mechanism for creating value. It is clear that knowledge learned by employees
is a major concern for the visibility and economic development of companies. It is
advised that organisations depend on a knowledge-based economy for harnessing new
technologies, and, on this view, creative equipment will be a source of long-term
employment.
Since knowledge exists within employees, companies that function through new
economies are advised to retain and support highly valued employees. Experts,
scholars, and practitioners in the field of management suggest that skills, abilities, and
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knowledge brought to organisations by newly recruited employees have enormous
economic value for organisations, and, consequently, these new employees have to be
well-treated in much the same strategic manner that other assets, such as economic
assets, are managed. Employee turnover does not only have critical negative effects
on the development of an employee's technical competences and abilities, but also it
has serious consequences for morale in the remaining employees that are present, and
can also affect the image of the company as a whole.
Even though labour turnover is considered a nightmare for organisations, Perez

(2008) indicated that it has certain desirable effects. For instance, new recruits might
instil fresh suggestions and ideas for company development, as companies have a
chance to hire more suitable employees with broader knowledge, more enthusiasm,
creativity, new perspectives, and more experience. Moreover, once a less productive
employee is replaced by another more efficient one, it will be beneficial for all parties
involved.
In terms of education, Pamu (2010) listed some advantages of lecturer turnover. For
instance, if new staff members are incentivised, then this will facilitate the promotion
or recruitment of highly skilled educators, and can also enable educational institutions
in changing their policies and discarding redundant approaches and methods.
Moreover, , Ho et al. (2013) confirmed that employee turnover has significant
implications and effects on the individual who leaves a job. For example, the effort
expended in searching for a new job and adjusting to new situations can be taxing, as
new routines and the establishment of interpersonal relationships can be commenced
at one's new place of employment. Thus, these issues are obviously relevant to
managers, researchers, and individuals. To conclude this specific point, prevention is
better than thinking about a potential cure for the action. Thus, it is more
advantageous to manage cases of subsequent employee turnover, or to control
intention to leave, instead of spending time and money on resolving its detrimental
effects. Pamu (2010) stated that managers must pursue all preventative measures to
minimise and limit the disruption and the inconvenience of creating the destruction of
an employee’s knowledge. It is worth mentioning that not every organisation can
combat turnover, and sometimes failures do occur.
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Ng et al. (2007) studied job mobility and employee turnover since they are considered
to be an important element of employees’ work experiences, and they are seen as a
central issue in understanding how individuals' professional careers develop. Job
mobility is also relevant to organisations, since mobility and turnover behaviour
within an organisation are important for effective and efficient human resource
planning, as well as skills improvement and development. Furthermore, job mobility
and turnover are vital in presenting a clear overview of a company, since employee
turnover improves and enhances the spread of knowledge, innovation, and technology
within organisations. As a consequence, the spread of these positive elements
motivates the development of intellectual capital in societies. Borghans and Golsteyn
(2012) stated that the attachment and any sense of belonging towards any job are
extremely fragile during the primary stages of a career. In fact, this claim is supported
by evidence from the United States, where it was found that male employees move
through an average of seven jobs within the first ten years of their careers, as
compared to three jobs in the later stages of their careers.
Stuit and Smith (2012) argued that it is not always evident that lecturer turnover has
negative consequences on the educational quality of the schools. Students and the
educational institution might even benefit when less-effective lecturers leave to move
into another school or another occupation. It is known that qualified lecturers make
strategic moves to obtain employment at educational institutions that will improve
their productivity. Nonetheless, such cases of lecturer mobility have negative
consequences on the educational quality of the school they leave. Some schools
attract young and fresh graduate lecturers. This explains the high rates of turnover,
since younger and less experienced lecturers are more likely to move their school of
employment, or actually decide to leave teaching altogether.
The Stuit and Smith (2012) study also revealed that lecturers employed at schools
with higher percentages of minority and low-income students are more likely to be
found working in urban neighbourhoods. Additionally, bad behaviour of students and
the problems badly behaved students cause, may also enhance a lecturer's decision to
leave a school or completely change their profession. Moreover, the average student
absentee rate at the school varies with the level of student conflict at the school, and
also influences the turnover rate of lecturers positively. As such, these factors are
considered as detrimental to the educational quality of certain schools. Additionally,
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variations in working conditions contribute to the differences in lecturer turnover rate
between private schools and public schools. Invariantly, it is said that lecturers at
private schools migrate out of these schools due to insufficient instructional resources
and heavy workloads.
Loi et al. (2006) indicated that turnover intention has some advantages for employees
and it is seen as a proximal antecedent, as it captures the perceptions of employees
and evaluations of job alternatives. Similarly, a study by Falch and Strøm (2005)
demonstrated that the Norwegian institutional system, which has an entirely
centralised salary range for lecturers, had its own individual peculiarities when
analysing the effects of non-financial job characteristics on decisions to leave. The
findings of the study suggested that lecturers often decide to leave from schools with
components or students with special needs.
It is argued through the Stuit and Smith (2012) study in the USA that the constant
movement of teaching staff members makes it increasingly more challenging for a
school to collaborate, develop standard norms of practice, and maintain progress
towards shared aims. A situation of constant flux concerning teaching staff leads to
fragmented instructional programmes, and to professional improvement plans which
have to be implemented on a yearly basis. Other than the administrative plans that are
hindered by lecturer turnover, there are also pivotal financial costs which are
intrinsically related to it. For instance, a school is obliged to spend money when a
lecturer leaves, and as a result that school must advertise for the process of recruiting,
as well as training a new lecturer, not to mention locating quality supply lecturers
while a vacancy remains unfilled. Furthermore, according to Stuit and Smith (2012),
the costs in some schools may include signing bonuses and school material budgets
that are offered to new lecturers.
According to Ramli et al. (2014), turnover is regarded as the mobility of employees

within or outside an organisation. Also, according to Ramli et al. (2014), although all
employers in all sectors agree on the fact that turnover has very distinct negative
consequences that effect upon different organisations, turnover is able to generate
income for economic development for both organisations and individuals, as it creates
new job opportunities for newly qualified employees. Invariably, this means that it is
possible to create new vacancies, new knowledge, and new skills are moved from one
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organisation to another by migrating parties. In fact, the phenomenon of turnover is
able to stimulate positive changes through promoting new chances and opportunities,
and through re-organisation and restructuring. With regards to individual
perspectives, decisions to leave are positively related to the career objectives of
employees, or to a need to escape stressful situations.
Alexandrov et al. (2007) put forward other consequences of employee turnover.

Turnover behaviour entails critical costs and financial losses to companies both in
tangible and intangible ways. Frontline employee turnover gravely hinders effective
and efficient customer service, as well as undermining competitiveness. According to
the estimations from that particular study, employee turnover cases cost US
companies around $5 trillion annually. These costs include additional recruitment and
overtime payments made in order to remedy deficiencies that are caused by staff
members leaving their roles. Hence, the substitution of an experienced and qualified
employee with an unqualified new recruit will necessitate increased service costs due
to inexperience, disruption to service, overloading and overworking of remaining
staff, low morale, and damage to a company’s reputation. Indeed, it is worrying that
these consequences can subsequently lead to additional detrimental turnover, which
highlights the continuous harmful cycle of turnover.
2.5 Conclusion
The 21th century has already been witnessing, within a context of internationalisation
and globalisation, a marketplace that is characterised by fierce competition between
organisations, and it is argued that employee mobility costs are inevitable.
Unexpected cases of turnover contribute negatively to the minimisation and reduction
into the degree of rivalry between organisations, which is both locally and globally
(Long et al., 2012).
The economic scene in the current climate nowadays is based on knowledge, which is
viewed as an essential motivator for economic development and fortune-building of
nations. It is essential for the nation to generate new knowledge, create, and induce
innovation, which is relevant primarily in undergraduates who are the potential
leaders of the nation’s future, as well as globally. Organisations preserve their
knowledge in the brains of their employees. Unfortunately, some employees decide to
leave their employer as they pursue better and possibly more lucrative job
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opportunities. Several aspects of employee mobility, such as recruitment, transfers,
and turnover are essential determinants in all organisations and have a direct influence
on their own competitiveness and positions in the marketplace.
The behaviours of actual turnover and turnover intention are two of the most
researched phenomena in organisational behaviour. Through the current research, the
focus was on employees who intend to leave, instead of on recruits who enter an
institution. Additionally, the current study has intended to analyse and evaluate the
indicative significance and complexity of the issue according to employees and
organisations. Existing models of the occurrence of turnover intention and actual
turnover describe the factors and the moderators that drive employees to leave or
intend to leave, which in the current research refers to faculty members. The most
important cited factors that motivate faculty members to stay in their current
institutions relate to: job satisfaction, the nature of the job, an increase in payment,
payment which meets expectations, autonomy, and career advancement.
Comparatively, job dissatisfaction and other alternative job opportunities will result in
turnover intention and actual turnover behaviour. Furthermore, organisational
commitment and employee engagement must be entrenched in each employee within
an organisation in order to reduce future incidences of leaving, and this is conducted
through support, training courses, respect, and the provision of healthy teaching
environments, in the case of education.
Morrell et al. (2001) argued that voluntary turnover represents a purer social
phenomenon where those individuals who are leaving jobs independently chose to
end their relationship with an organisation due to their own particular motives.
However, employees often keep the reasons for leaving to themselves, and it is not
possible to know why many employees leave. These employees who are leaving
might have concerns about the extent that explicit declarations concerning their intent
to leave could negatively impact their prospects of receiving a favourable reference.
Owing to the significance of job mobility in the Saudi academic labour market,
turnover becomes an important phenomenon for HR professionals, and as turnover
leads to both good and bad effects, it needs to be detected and tracked from its
preliminary stages. Therefore, the prevention of future incidences for employees that
leave can only be achieved by understanding turnover intention.
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In general, this chapter has addressed the literature review which investigated the
issues associated with turnover on an overall basis and particularly in regards to
turnover intention. In fact, the research in its entirety concentrates on lecturer
turnover, as well as its motivating factors, and consequences. The literature pointed
out that the effect of the high rate of turnover for instructors in schools with many
minority students might have a negative impact on the educational performance and
attainment of those students, especially if their replaced instructors are not well
qualified to a sufficient level.
In addition, the chapter has highlighted the determinants of turnover intention among
faculty members in six dimensions: job satisfaction, organisational commitment,
interpersonal relationship, working environment, payment justice, and turnover
intention. The previous research papers have revealed that the substitution of
experienced and qualified employees with an unqualified new recruitment will
necessitate increased service costs due to inexperience, disruption to service,
overloading and overworking of remaining staff, low morale, and damage to company
reputation. Following on from this, the next chapter presents the research
methodology that was adopted and implemented for the present study.
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Chapter Three: Research Methodology
3.1 Introduction
The process of obtaining answers to particular questions in a systematic manner is

known as the research methodology. Moreover, a research methodology contains
various phases and methods that are employed by researchers in order to analyse the
viability of the topic in relation to any specific research study (Collis and Hussey
2009).
It is sometimes the case that there are multiple ways to achieve a specific goal. This
includes the investigation into the determinants of turnover intention among faculty
members at Saudi universities. However, each researcher makes deliberate choices in
the methods that are intended to differentiate his or her research from similar studies
that have been undertaken in relation to the topic. Overall, the research methodology
is a documented compendium of steps that the researcher took to arrive at the
intended destination of the research.
This chapter aims to achieve the research aims and objectives that will help outline
and justify the approaches, together with the methods that are chosen in the
implementation of the current study. In total, various different approaches exist in the
process of data collection for a variety of research forms, and as a consequence, this
chapter defines the approaches and methods that have been decided upon as the most
beneficially suited to deliver a clear interpretation of determinants that lead to faculty
member turnover intention in Saudi Universities. Moreover, a short explanation for
each individual methodological tool will be presented in the chapter to detail its use in
the collection of data, and also the chapter outlines precisely how this collated data is
duly analysed and interpreted. In addition, the chapter discusses reliability
considerations and the overall validity of methodological tools in regards to the
results, together with the limitations of the study and generalisations that are
ascertained. These factors function together with the researcher’s theories and models
that have been implemented to find and locate the variables and correct models for the
current study. Lastly, the ethical issues that relate to this research are also detailed and
explained.
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The aims and objectives of this research have also been delineated in the previous
chapters. This chapter is mainly concerned with justifications for why a certain
philosophical stance was adopted by the researcher and what research design has been
developed to answer the research questions in ways that are unique to this study,
particularly in the research strategy, data generation methods and data analysis
method that will help derive findings. Additionally, this chapter traces the
epistemology and theoretical perspective, before further delving into the research
methodology.
3.2 The Research Onion
The research onion model, which was developed by Saunders et al. (2011) has been
one of the most commonly discussed methods to be recommended for implementation
in the current study, together with alternative methodologies that have been suggested
in the literature that could be used in a doctoral research (See Figure 3.1). In
accordance with Figure (3.1) that is presented below, it is possible to view that the
philosophical layer is shown by the overarching layer, and that demonstrates exactly
what a researcher is required to adopt when commencing a form of research. The
study by Saunders et al. (2011) defined methodology to be a process of finding more
knowledge, and a manner to test different theories, as well as a way to provide
additional knowledge for an individual’s current knowledge, which is founded from
the question of research. Moreover, the methodology is defined to demonstrate
through the same study as a way to locate the correlation between epistemology,
overall methodology, research methods, the issues with research, theoretical
perspectives. Additionally, Collis and Hussey (2009, pp. 71) defined research
methodology as "the process followed by a researcher to realise the aim and
objectives of a particular study". In addition, it helps the researcher by choosing the
foundation of how the study will link each section and make an informed choice. The
research methodology contains many elements that should be noted by researchers
when conducting their own study, which can include the total approach to research,
together with techniques of data collection analysis that can occur (Collis and Hussey,
2009). What is more, the overall development and nature of knowledge have both
been detailed through the demonstration of that specific layer of the model that
concerns different philosophical issues (Saunders et al., 2011). A further
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comprehension of exactly what constitutes acceptable knowledge (epistemology) and
the nature of reality (ontology) are included from these philosophical concerns.
Certain scholars have determined that research can be more than merely a defined
method (Code, 2002), although this varied concept was challenged as only stemming
from a set perspective and not totally realistic (Reinharz, 1992: pp. 243‐4).
Nonetheless, all research studies are always required to adopt a strong philosophical
stance, as when this is not offered, a levelled risk becomes evident in relation to not
fully comprehend the full notion of the research study that is being undertaken.
Therefore, the following sections provide a critical review for one major
epistemological issue that is interpretive, and two ontological issues that are either
objective or subjective, which will assist in understanding how the epistemological
and ontological aspects have affected the current investigation. Subsequently, this will
lead to highlight which established philosophies are required to be adopted, and which
are widely utilised by different scholars.
Philosophies
Approache
s
Strategies
Data collection Choices

and data
analysis Time
Longitudinal horizons
Quantitative
Positivism Techniques and
Method
procedure
Inductive
Figure 3. 1: The Research Onion Model Proposed By Saunders et al. (2011), p. 138
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3.3 Research Question
The main purpose of the current research is to investigate the determinants of turnover
intention among faculty members at Saudi public universities. From this aim, the
following question is derived:
What Are The Determinants Of Turnover Intention In Faculty Members At Saudi

Universities?
This main question raises the following sub-questions:
1. What is the status of turnover intention in faculty members in Saudi Arabian
universities?
2. What are the demographic variables that affect a faculty member’s turnover
intention?
3. What are the organisational factors that affect a faculty member’s turnover
intention?
4. What are the personal factors that affect a faculty member’s turnover
intention?
These questions are believed to be significant, as they address a spectrum of issues

that are believed to contribute the ‘glass ceiling’ in the university employees sector.
Also, there is a significant impact of job satisfaction in relation to faculty members’
turnover intention within the Saudi Arabian Universities.
3.4 Ontology and Epistemology
The researcher will clarify, through the following sections, the ontology and
epistemology that are comprised within this current research. In accordance with the
research, ontology, epistemology and methodology are the three different elements of
a research philosophy (Guba and Lincoln, 1994). It is through ontology that it
becomes feasible to gain a philosophical assumption about the nature of reality and
the specification of a conceptualisation (Scotland, 2012). In fact, the word “ontology”
appears to provoke a considerable amount of debated controversy, as it refers to the
subject of existence through its lengthy history in philosophy.
However, while researchers apply ontology to investigate a perceived ‘reality’, the

epistemology refers to what exact correlation exists between that ‘reality’ and the
researcher. This subsequently directs the study to the methodology technique, which
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the researcher utilises to investigate that reality. The origin of epistemology stems
from a Greek word that corresponds as the philosophy of knowledge and how a
person knows the world. The methodology, on the other hand, is to study exactly what
methods the person utilises to try to gain a better understanding of the world, after
firstly comprehending how they gained such knowledge. Collis and Hussey (2009, p.
334) formulated that epistemology is “a philosophical assumption about what
constitutes valid knowledge in the context of the relationship of the researcher to that
being researched”. Furthermore, scientific paradigms have been synthesised into four
distinct categories: constructivism, critical theory, positivism, and realism (Scotland,
2012).(See Table 3.1).
Table 3. 1: Qualitative Research Philosophy

Elements Positivism Critical theory Constructivism Realism
Ontology Reality is real “Virtual” reality Multiple local Reality is “real”, but
and shaped by social, and specific only imperfectly and
apprehensible economic, ethical, “constructed” probabilistically
political, cultural, realities apprehensible
and gender values,
crystallised over
time
Epistemology Objectivist Subjectivist value- Subjectivist Modified objectivist
findings–true mediated findings created findings findings–probably true
Methodologies Verification of A “transformative Researcher is a Investigation of
hypotheses, intellectual” who “passionate research issues by
chiefly changes the social participant” qualitative and some
quantitative world within which within the world quantitative methods,
methods the participants live being such as structural
investigated equation modelling
3.5 Research Philosophy
The concept of phenomenology has been found as socially formulated where

generally people themselves are what provide meaning. In fact, the idea stems from
the opinion that our perceived reality is not objective and external. In addition,
phenomenology directs its study through how people comprehend the world by
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different approaches (Easterby-Smith et al., 2008: p. 43). However, this was not a
universal practice, as certain social scientists argued against such an approach.
According to Easterby-Smith et al. (2008: p. 44) “research philosophy consists of
three different types of task: first, the collection and interpretation of the data required
to answer the questions investigated is brought forward by new clarity in the research
design and its methods and techniques, second, researchers are guided by the
philosophy towards what are the best research designs, but to also comprehend the
limitations of these designs, and third, researchers are guided to generate new
innovative research designs that are contrasting to their prior experience, while also
helping to adapt designs in accordance with the constraints of subjects or knowledge
structures”.
The philosophy of research is the character that is included for analysing, collecting
and utilising data in regards to any specific topic that is capable of being thought of as
a method and tactic that a research incorporates into his/her work. Invariably, two
individual notions exist within the design of research, which have alternative
philosophies associated to them. These are made up by epistemology, which is
referred to as a true notion, and the philosophy of doxology, which is also perceived
to be a true concept. As a consequence, the most imperative aim of these separate
approaches is to be able to develop concepts that are perceived or believed into those
that are then proven to be known. Hence, two basic research philosophies have
emerged from these notions of research that are both to be found in the scientific
tradition of the West, which stems from the positivist, together with the interpretivist
approach (antipositivist as it is often know as) (Schadewitz and Jachna, 2006).
Positivists perceive reality to be stable and are capable of developing from an

objective viewpoint in order to observe and describe without the focus of the study
being interfered with (Bashir et al., 2008). Thus, observations need to be flexible and
repeatable, while this focus of study is required to be isolated by different followers.
In general, the treatment and manipulation of reality, together with divergence in only
a single independent variable is normally included within this style of research, in
order for regularity identification to occur, as well as to configure the correlation
between certain elements that comprise the surrounding social reality. Indeed, it is
considered through this specific approach that predictions may be formed as based on
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fact or realities that have been detailed and explained previously, alongside their
overlapping relations (Englander, 2012). According to Bashir et al. (2008), positivism
has been formulated through time, and is an integral part of society, as knowledge that
is not defined as positivist is classified as invalid due to being thought of as simply
scientific. Furthermore, positivism was appropriate for all the social sciences due its
natural connection with both the physical and natural sciences. However, there has in-
depth discussion concerning whether the social sciences can be judged through the
positivist approach (Greasley, 2008). In fact, positivist thought encounters some
obstacles and difficulties, which can be ascribed to the inadequacy or
inappropriateness of the positivist model for the domain, such as the notice and clear
inconsistency and differences in results. Also, positivism has certain claims on truth
and reality that might have been previously believed to be immeasurable under the
positivist paradigm, and so remained unsearched (Schadewitz & Jachna, 2006).
In terms of their philosophy, interpretivists assert that reality can only be fully realised
and understood via personal intervention and personal interpretation of it. Moreover,
the study of phenomena in their natural environment is fundamental to the
interpretivist paradigm, along with the recognition that scientists cannot avoid
affecting those phenomena they study. Scientists do acknowledge that there may be
various explanations and interpretations of reality, but maintain that these
explanations are (in of themselves) a part of the scientific knowledge that they are
pursuing and seeking to achieve (Englander, 2012).
Positivism is based on the adoption of social and mental study into the scientific
method. As Positivism deals with the social and the mental, it seems logical that
organizations that deal with the social and the mental might use or be investigated by
Positivist approaches. In addition, the task of the Positivist philosopher is to analyse
what scientists say. This does not mean that one must think of a ‘meditative end to
general conclusions’, as they analyse the main sentence and hypothesis analysis
logically, which does not demonstrate the words with no meaning, and makes an
analysis of the relationship between cause and effect correlation in the experiment that
does not require a relationship mentality (Greasley, 2008).
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Table 3. 2: The differences between the two paradigms of Interpretivism and Positivism
Source: (Collis and Hussey, 2009, p. 207)
Positivism Paradigm Interpretivism Paradigm
Tends to produce quantitative and Tends to produce just qualitative data
qualitative data
Uses large samples Uses small samples
Concerned with hypothesis testing Concerned with generating theories
Data is highly specific and precise Data is rich and subjective
The key features of the two paradigms of Positivism and Interpretivism are shown in
the table above. Positivism leads to an understanding that social reality is dependent
on the research philosophy at work in the mind of the researcher. In Interpretivism,
each researcher creates separate social realities by bringing a specially adapted
research philosophy to bear on each piece of work, and this is something that
Interpretivism can account for, unlike other approaches. Qualitative data is used in
order for a clearer contextual understanding to be provided for the objectives set for
any given piece of research. The interpretive paradigm is applied when there is no
intention of gaining any statistical data, and so there is no reason to quantitatively
collate and analyse any data. Above all, the interpretive paradigm focuses on a
qualitative approach so that more in-depth detail can be obtained in regards to a given
phenomenon (Collis and Hussey, 2009). According to what was outlined above, a
positivist philosophy has been applied in this research, as it is more appropriate for
the current study. Along with all the reasons and justifications mentioned above, it is
relevant that the current research adheres to the quantitative data collection method,
by following deductive methods.
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Table 3. 3: Positivism Vs. Interpretivism
Source: (Collis and Hussey, 2009, p.208)
Positivism Interpretivism
Reality is individual and separate from the It is a multiple and subjective reality that the
searcher, as it is objective and singular. participants perceive.
The Researcher and topic of research are Interaction with the topic of research from
individual from each other. the researcher.
This form of research is totally unbiased. It is acknowledged by the researcher that the
research is valuable with evident bias.
A formal written style is required together An informal written style is applied that
with the context of the passive voice, while utilised the active personal voice, with
quantitative and qualitative terms and set qualitative terms and limited definitions
definitions are accepted. accepted.
Categories of the study are defined Categories of the study are identified in the
beforehand which focus on cause and effect. process of the study, which is inductive to
The research forms generalisations that shape emerging factors. The research is also
define hypotheses, explanations and defined by context and the theories are
comprehension, with accurate and reliable enhanced for greater comprehension through
results that are valid and reliable. Accurate and reliable findings.
The positivism is based on the adoption of social and mental studies on the scientific
method. Thus, all social institutions, such as universities and schools should be turned
to the organisations involved, and the status of the mental status of thinking which
must be displayed by the new society. In addition to the task of positivism philosophy,
it is necessary to analyse what scientists says that does not automatically mean ‘think
meditative ends to general conclusions’, and analyse the main sentence and
hypothesis analysis logically, as it does not show the words with no meaning. Indeed,
it makes an analysis of the relationship between cause and effect correlation in the
experiment, which do not need a relationship mentality.
3.6 Research Design
The design of research is the complete strategy which is implemented by the

researcher that formulates answers to the questions of research questions to ascertain
and explain both the objectives and aims of the study. This must remain logical,
attainable and comprehensive, as well as maintain the capability to define the research
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intention through a manner that does not cause any form of misunderstanding.
Overall, various types of research designs exist, with each one addressing specific
aims: Experimental, Descriptive, Correlational, and Meta-Analytic. Firstly, when
control over the study conditions is gained by the researcher and factors are shown in
relation to how they affect the results, this is defined as a scientific approach to
research and known as an experimental design. Secondly, when researcher aims to
collect data in relation to the studied topic, this is known as the descriptive approach,
or static research. Thirdly, the correlational approach has the aim to stipulate the
connection between two different forms of variables (Kumar, 2005). Fourthly, when
the researcher combines and defines the results from varied studies in order to assess a
pattern for conclusive findings, then a meta-analysis is being used.
In general, the attempts by the researcher to construct a theoretical background for the
different determinants that affect the turnover intention of faculty members is
identified by a deductive strategy through enhancing the gaps in the research, as it
assists research hypothesis or question formulation, together with empirical tests or
investigations (Lee and Soyray, 1995). In fact, the major determinants that affect
turnover intention within the universities of Saudi Arabia are evaluated by the current
study, through a foundation of turnover intention literature. It has been stipulated by
the researcher that the current study needs to be structured correctly through the
analysis of the correct data in order to answer the already outlined questions.
Subsequently, the questions of the research are answered in the following section of
the study, which analyses the data in order to generate the evaluation of the findings
from the results. Furthermore, the final chapter presents the research contributions and
conclusions, which are hoped to provide notable and applicable findings that relate to
the foundations of determinants for overall turnover intention by employees.
The target population in the current study comes entirely from faculty members who
work in public Saudi Arabian Universities within the province of Riyadh, as the
research has been structured to explore the general determinants to the turnover
intention of these set members of the country’s workforce. Overall, a mix of both
individuals from managerial and non-managerial levels comprise the participants of
the study, which include management that encompasses all levels, whether lower,
middle, or upper. The researcher incorporated a quantitative approach in order to be
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able to analyse data that was seen to be appropriate, fitting, and realistic in order to
ascertain a greater comprehension of the main reasons behind the choice and opinions
of participants. Moreover, a survey was conducted throughout the institutions of
Saudi Arabian higher education in order to address the exploratory nature of the
research questions.
3.6.1 Descriptive Research
The basic aim of acquiring data is to create an accurate definition of vital findings that
relate to a national population at any specific point in time, which is fundamental to
descriptive research, which help provide accounts of a set topic in an accurate and
descriptive manner. Hence, most studies commence with set questions in relation to
similarities between set concepts, in order to understand alternative departments in an
organisation, varied regional operations of an organisation, or alternative companies
within the same field of industry, as the central objective of descriptive research is to
ascertain and design a diagram of how the overall topic of the study is relevant.
However, descriptive research designers or theorists are required to understand and
function with the prior conception that descriptive approaches, together with the
comparisons that come with them, assist in the final stimulation of decided insights
that are useful, and potentially beneficial to create future hypotheses. Nonetheless,
rather than testing the relations that are anticipated between variables, the descriptive
approaches are incorporated principally to provide descriptions of variables (Lans and
Voordt, 2002).
A descriptive approach is presented through the current research, which means that an
inductive formulation is denoted as the base for the research. Thus, the research has
been shown to commence through observations, prior to moving on to data collection
and analysis. Yet, comparatively, different descriptive approaches within research
assist in the process of acquiring data that is sufficiently accurate by providing a
fundamental picture of phenomena that is being studied. Moreover, descriptive
approach is specifically relevant to the present research, as an accurate and authentic
description is fundamentally required in the identification of determinants to affect
faculty members’ turnover intention throughout the universities of Saudi Arabia. In
total, the descriptive research characteristics have been characterised by a variety of
different notions (Cresswell, 2003). Firstly, they are invariably limited to acquiring
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facts without attempting to explain the reasons why reality is presented in a certain
manner, which means that descriptive research is not required to create hypotheses, or
produce innovative advancements to theoretical development. Secondly, descriptive
research differs from prescriptive research as through description it becomes objective
in nature, which means that it actually describes the true form of reality, whereas
prescriptive research is primarily concerned with the concept of idealism to reality.
Finally, the explanations are conducted by the reader or in relation to other disciplines
through descriptive research that provides standard inventories as its most central
point. Nonetheless, a sliding scale exists from the practical side in regards to the pure
description to analysis, as well as to evaluation from interpretation, which has also
been applied to the objective-subjective dimension (Lans and Voordt, 2002).
Therefore, overall data is seldom objective in its entirety through analysis and
interpretation, as human beings are prone to involuntarily instil bias within the
research concepts that they work upon, even though they are guided by descriptive
intentions.
3.6.2 Quantitative Approaches
In order to quantify a certain issue through the generation of numerical data,

quantitative approaches are generally utilised, which can also result in data being
potentially transformed into practical statistics. These quantitative approaches are
utilised to quantify different attitudes and behaviours, as well as varied opinions and
alternative variables, which can then be transferable to create a generalisation to a
grander level of population. Furthermore, measurable data is used through
quantitative research in order to formulate facts and create the perception of different
patterns, which may be produced by intricately structured methods of collection that
function better than the collection methods for qualitative data.
Quantitative Approaches are irrevocably different from qualitative methods, as they

concentrate on the relationships between variables (Creswell, 2014). Moreover, they
are formulated around the aggregation of data, with the majority taking numerical
values. Additionally, researchers are less concerned with laying importance on in-
depth descriptive phenomena, and they seldom study it directly, as they abstract
themselves from the real world (Naslund, 2002).
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In contrast, an array of facts in relation to phenomena is provided quantitative
approaches, which incorporate a statistical analysis (Ticehurst & Veal, 2000).
Through hypothesis testing, useful conclusions are constructed by the statistical
evidence provided by a quantitative approach, with it contributing to a greater
understanding of individual participants within the research and their varied
experiences. Moreover, when research is defined as confirmatory rather than
exploratory, the quantitative approach contributes more, as confirmatory research
incorporates a topic of research that is frequently researched, and numerical data that
is present from previous studies becomes available. The current study tries to create a
measurement of the patterns to factors within the findings in order to demonstrate a
clear comprehension of the different concepts and variables through the concepts and
variables being duly measured on a ratio or ordinal scale, which is increasingly
challenging with qualitative research (Creswell, 2014). Additionally, the quantitative
researchers do not purely rely on the perceptions that they have decided upon, as an
objective reality is widely accepted by them that decidedly affects the concept of
measurement. Therefore, an objective researcher actively attempts to acquire set facts
that are seen as distinct from the feelings or perceptions of different people in relation
to varied facts, which are often developed in concept as "causes" and "effects."
Indeed, quantitative methods formulate assumptions within their structure through the
process of asking questions or posing hypotheses by incorporating words, such as
"cause," "difference between," "effect," and "predicts," which all assist in the general
quantitative research’s aim of developing generalisations that allow better predictions,
explanations and understanding of specific factors by the researcher. Overall, an
informative and conducive study needs to be conducted consistently and objectively,
which maintains research that is free of bias or error, as the quantitative methods’
process and related procedures are integral to the final analysed results. Invariably,
through an order of information in an arbitrator arrangement and the commitment to
complete objectivity, the correct use of information is commonly utilised as part of a
sound scientific method. This is vital in order to be regarded as valid (accurate) and
reliable (consistent) (Rubin et al., 2009).
The overall efficiency of descriptive research, as well as the quality of descriptive

research is commonly labelled by critics to involve a lack of adequate planning
procedures, minimal research methods’ development, and insufficient implementation
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of the methods of research. Those scholars and individuals who fail to comprehend
the full defined narrative of descriptive research start to produce misconceptions in
relation to this form of research, as they also generally fail to understand the general
objectives that are outlined within descriptive research, and the methods of alternative
approaches that can be utilised effectively in order to divulge more enhanced
information (Bamberger, 2013). Nevertheless, quantitative surveys have been utilised
increasingly more in research for education, as they enable specific educational
questions to be analysed and evaluated successfully, which helps demonstrate the
imperative nature of descriptive research to a study. Hence, the current study
distributed a questionnaire to various different individual faculty members in order to
be able to answer questions related to faculty member turnover intention and the
factors that affect it.
3.7 Research Strategy
Various research strategies exist that present the possibility to be implemented into
the process of primary data collection. It has been stated that case studies,
ethnographic studies, and action research are all parts that are comprised by a
qualitative approach to research (Myers, 2013). What is more, experiments, surveys,
case studies, ethnography, and action research, cross-sectional, and longitudinal
studies may all be incorporated into the quantitative research approach (Saunders et
al., 2009). Similarly, social science research studies have a variety of research
strategies that are put strategically in place, which can invariantly include:
experiments, surveys, histories, analysis of archival information and case studies
(Velde et al., 2004). Additionally, Yin (2008) provides three possible criteria that are
possible to be utilised in the appropriate strategy selection for a certain research topic:
the method of stating how the research presents the type of research question; the
method to distinguish the level of actual behavioral events that the investigator is
capable of controlling, and the form that the study focuses on contemporary events
and not towards historical events. As a result, the researcher subsequently became
capable of identifying the questionnaire strategy as the most relevant form of analysis
strategy for the present research (Velde et al., 2004; Yin, 2008).
Therefore, the Questionnaire is known as a decided tool for collecting data on the
subject of a search by a specific form that is then filled in by the responders. Also, it is
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one of the cheapest ways to collect data on a particular topic, through a section of a
very large group of people, where through this data the work of an analytical study
could be worked. It is important to know that the effort to bring out the questionnaire
design places a strong hand placed on questions and size, as well as the shape of
ejected inevitably that provides data that can be utilised to make a decision in regards
to that particular subject of study and scrutiny. Moreover, it has been stated that it is
vital to create a questionnaire to be structured through initially defining the stages of
process, before defining the testing and finishing with detailed extraction results
(Sekaran, 2003). As the final results are dependent on the interdependence of the
complete formulation of stages, it means that every stage is required to be designed
with detail.
However, the questionnaire process may be expensive in terms of design and

extracting results, even though it is true that the data that are acquired are decidedly
cheaper through a questionnaire than other means. As a consequence, the choice of a
questionnaire strategy in the process of data collection can be summarized through a
series of valid points (Sekaran, 2003). Firstly, a greater number of individuals who are
geographically separated can provide information simultaneously through a short time
frame, in comparison with different data collection methods. Secondly, the
management and organisation of a large amount of trained researchers is not required
for a questionnaire, as the questions provide answers which are recorded from the
transponders themselves. Thirdly, the questionnaire stimulates reliable and correct
information, as the information is increasingly objective with the questionnaire not
noting the actual name of the respondent. Fourthly, the researcher is provided with the
conditions of rationing information through the analysis of data that is provided by the
questionnaires, as words can be limited and the detail of the questions’ order within
the questionnaire can enhance the questionnaire’s value to a study. Fifthly, the
questionnaires diminish the pressure of scrutinising information, as sufficient time is
provided for individuals to contemplate what they want to answer within the
questionnaire. Sixthly, the individual participants provide adequate opportunities to
contemplate their answers without due psychological stress. Seventhly, as the
questionnaire is capable of being distributed in set sections, it becomes more
representative of what is post–studied. Lastly, specific data details, which are
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perceived as embarrassing or sensitive and not divulged within an interview, are
commonly stated through the unpressurised nature of a questionnaire.
3.8 Research Approach and Justification
Research approaches encompass either a deductive approach or an inductive

approach. Deductive approaches test theories depending on a literature review. Hence,
one obtains a hypothesis, a general starting point, and a specific end point.
Furthermore, in this method of research, the researcher gathers data and then
formulates hypotheses that can then be examined or tested quantitatively and
qualitatively (Schadewitz & Jachna, 2006). Inductive approaches are often associated
with qualitative research, and are characterised by processes in which the researcher
collects data and develops a theory as a result of data analysis (Schadewitz & Jachna,
2006). However, with the use of a qualitative study, there is the possibility of
adopting several different instruments in a given piece of research. There are various
methods, ranging from controlled experiments or examining official statistics to
survey data, and some of these may in fact be inappropriate for certain tasks within
the social sciences (Adams & Cox, 2008).
The process of applying a deductive research approach traditionally includes an

investigation of a clearly determined and well-formulated problem. This depends on
examining theories and making a shift from the theoretical to an empirical statistical
examination. On the other hand, when an in-depth, multi-perspective enquiry into a
social or human issue is required, a deductive approach is generally utilised to provide
the results. Deductive research starts with the development of an empirical
investigation, which is conducted using a positivist approach so that a corresponding
theory can subsequently be developed (Creswell, 2003). Unlike the deductive
approach, the inductive approach aims to conclude with a theory, moving away from
researchers who actively start with one, as any emerging theory is developed
systematically using the data collected.
Many differences exist between the deductive and inductive approaches, and one of
the most valuable to research concerns how the existing literature and theories are
both combined to structure any inquiry which is led through the use of these
approaches (Phellas et al., 2011). The tables below offer a detailed view of the
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deductive and inductive approaches, and provide a starting point for comparisons
between the two (Schadewitz & Jachna, 2006).
Table 3. 4: Inductive and Deductive Research Approaches

Source: (Schadewitz and Jachna, 2006, p. 219)
Deductive Inductive
Scientific principles Gaining an understanding of the meanings
humans attach to events
Moving from theory to data A close understanding of the research
context
The collection of quantitative and qualitative The collection of qualitative data
data
The need to explain causal relationships A more flexible structure to permit changes
between variables as the research progresses
The application of controls to ensure validity A realisation that the researcher is part of the
of data research process
The operationalisation of concepts to ensure Less concern with the need to generalise
validity of data
It goes without saying that the success of any research project crucially relies on the
selection of an appropriate research approach, and this should be strictly guided by the
research questions and the current knowledge that one has in the research area in
question. As previously discussed, more research aims may be effectively achieved
through merging different research approaches.
The approach that is followed in the current study is a quantitative approach

(questionnaires). The main idea behind following a quantitative approach is the fact
that it strongly influences the validity of the results in a positive way, as it structures
the findings and provides substantial evidence to support the results to reflect a
community’s current situation in the present time, as well as the chosen sample
(Kumar, 2005). Finally both of these approaches were chosen, as they are appropriate
to the current study. Indeed, both approaches present different strengths, which when
combined can cancel out the remaining deficiencies from one another, as researchers
achieve the most beneficial stances of each method whilst overcoming their
weaknesses. Invariably, as a form of data collection, the questionnaire is perceived as
both relevant and simple in its manner. The current study has aimed to investigate
individuals who are living in another country, and without a questionnaire, and it
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would be increasingly hard to access the individuals whom the researcher is
attempting to study.
When researchers decide to apply quantitative approaches, they often take explicit and
diverse philosophical positions, which are usually considered to be bridges that
connect social constructivist and post-positivist worldviews, transformative
perspectives, and pragmatic perspectives (Holmes, 2009). In fact, there are various
reasons for using the quantitative approach. Firstly, a great array of details involved
within the phenomena are presented through the quantitative approach, which
involves a statistical analysis, as this specific approach constructs conclusions by
utilising varied statistical evidence for hypothesis testing (Ticehurst & Veal, 2000).
Moreover, a quantitative approach contributes to a more in-depth comprehension of
different participants’ experiences and situations, as well as stating the times when the
study in question is a frequently researched topic (confirmatory), together with the
analysis of numerical data from earlier research, which differs greatly from
exploratory research. Additionally, the quantitative researchers do not purely rely on
the perceptions that they have decided upon, as an objective reality is widely accepted
by them that decidedly affects the concept of measurement. Therefore, an objective
researcher actively attempts to acquire set facts that are seen as distinct from the
feelings or perceptions of different people in relation to varied facts, which are often
developed in concept as "causes" and "effects." Indeed, quantitative methods
formulate assumptions within their structure through the process of asking questions
or posing hypotheses by incorporating words, such as "cause," "difference between,"
"effect," and "predicts," which all assist in the general quantitative research’s aim of
developing generalisations that allow better predictions, explanations and
understanding of specific factors by the researcher. Overall, an informative and
conducive study needs to be conducted consistently and objectively, which maintains
research that is free of bias or error, as the quantitative methods’ process and related
procedures are integral to the final analysed results. Invariably, through an order of
information in an arrangement and dedication to complete objectivity, the correct use
of information is normally implemented as part of a sound scientific method. This is
imperative in order for accurate validation and consistent reliable data (Rubin et al.,
2009).
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Another important reason that has forced the researcher to adopt only the quantitative
approach for collecting data for the current research comes from that the researcher
has in fact tried to design a questionnaire with questions that are related to the aims
and objectives of the research, and has distributed it to a sample of faculty members in
Saudi Arabian Universities. Finally, a quantitative approach supports the researcher in
generating a conclusion and a statistical analysis by offering the flexibility of
repeating data collection to verify and validate the model that is subsequently
constructed by the researcher (Amaratunda et al., 2002).
3.9 Population and Sampling
The individuals who are selected for a study comprise an overall sample, which is
defined as a selection of a number of individuals in representing a larger group of a
population from where they were initially selected (Barreiro and Albandoz, 2001).
This target population refers to the entirety of members from a formulation of people,
events, or objects that are either real or hypothetical, as the researcher attempts to
create a generalisation of the findings from the results of the study (Barreiro and
Albandoz, 2001).
The term “Population” may refer to the complete set of observations (measures) in
relation to which would like to draw conclusions, and there are two interesting
features about this definition. The first is that, in this usage, the word does not refer to
people but rather to some observed characteristics. Secondly, this definition clearly
indicates that the set of observations which constitute the population is determined by
the specific interests of the investigator. Indeed, "the principal use of statistical
inference in empirical research is to obtain knowledge about a large class of persons
or other statistical units from a relatively small number of the same elements"
(Draugalis et al., 2009). In addition, Cochran (2007) argued that the researchers
cannot always observe and examine each section of the target study under controlled
circumstances, and therefore resort to sampling. However, prior to enhancing the
details, it is best to define the meaning of the terms 'population' and 'sample'.
Sampling is defined as "the process of selecting a number of individuals to represent

the larger group from which they were selected. The individuals selected comprise a
sample and the large group is referred to as the population" (Draugalis et al., 2009).
Moreover, Barreiro and Albandoz (2001) defined the sample and population as
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follows: "Sampling means selecting a given number of subjects from a defined
population as representative of that population. One type of population distinguished
by educational researchers is called the target population. By target population, also
called universe, we mean all the members of a real or hypothetical set of people,
events, or objects to which we wish to generalize the results of our research. The
advantage of drawing a small sample from a large target population is that it saves the
researcher the time and expense of studying the entire population. If the sampling is
done properly, the researcher can reach conclusions about an entire target population
that are likely to be correct within a small margin of error by studying a relatively
small sample". Subsequently, sampling involves choosing a part of the population,
and therefore, it is important to select the correct sample.
The target population for the current research encompasses faculty members (both
male and female) who work for public universities in the region of Al-Riyadh with
Saudi Arabia. The study focuses on the following five universities: King Saud
University, Al-Imam University, Prince Salman University, Al-Mujam’ah University,
and Shaqraa’ University. Those universities were chosen for several reasons, such as:
they are very well known universities in Al-Riyadh; they have different categories of
employees from different cultures; and their procedures and staff facilitate the data
collection objectives, in contrast to other universities where data collection was more
difficult. The overall population stood at 14,363 faculty members across the five
institutions. The chosen sample consisted of 375 faculty members from the five
universities, as it has been stated that for a population comprised of 15,000 members,
the minimum sample should be 375 (Cochran, 2007).The data collection will be
achieved through a questionnaire which will be designed on the basis of previous
studies, and which will be distributed to a representative random sample of faculty
members from each university. In addition, the sample size is determined depending
upon the time available for data-gathering.
3.10 Data Collection
In order to obtain sufficient data for the current research, two main sources have been
used in the process of data collection, which are noted as primary and secondary
sources:
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3.10.1 Primary Sources
The present study uses a questionnaire as the principle primary source, which also
incorporates a design to the specific objectives of the study and an in-depth
description that provides an explanation and justification for the contents of both
tools, as well as to provide additional descriptions in relation to the sources.
3.10.2 Secondary Sources
Scientific books, previous studies, and research that have been published in scientific
journals and periodicals aid a researcher in the process of an investigation, which
relate to secondary sources, and define the concepts that are addressed throughout the
research. The overall work within the current study has been designed through
theoretical aspects that have been enabled by new constructs that have been obtained
from secondary sources in order to define a clearer detailed background, and to
stipulate specific implemented measurements in the process of primary data
collection.
3.10.3 The Questionnaire
Questionnaires are essentially a specifically noted list of questions that are often
defined as a basic form of acquiring and recording different data or information in
relation to a particular topic of study, which are put together with unambiguous
instructions, as well as adequate spacing for details of administration and answers.
These questionnaires are required to distinguish set aims that are related to the final
research objectives of a specific study, while it is imperative that the intended
utilisation of results from a questionnaire is outlined with clarity. Moreover,
participants need to be informed to the exact manner and time that they will receive
feedback in relation to the results, so that they are made clearly aware of the research
stated objectives when it is possible to do so (Adams & Cox, 2008).
In general, there is a connection that exists between structured questionnaires and

quantitative research, which means that there is an evidential association between
questionnaires and research that attempts to focus on numbers, in regards to the
questions of how many? how often? how satisfied?. Thus, it is possible for
questionnaires to be incorporated in a wide range of survey situations (Greasley,
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2008). Indeed, Phellas et al. (2011) stated that questionnaires are normally utilised for
the following reasons:
• To obtain information that is factual, with the aim of utilising the data in order
to determine the classification of individuals and their conditions or
circumstances.
• To obtain information that is seen as direct and clear in relation to the
behaviour of people.
• To analyse the central opinions of a set group of individuals, together with
their attitudes that relate to a specific topic.
• To ascertain the different levels of satisfaction from customers in regards to a
particular utilised product or service.
• To acquire information and formulate basic form over a defined remit of time
with the notion to test different changes.
In regards to the most beneficial practice, questionnaires are required to be used in

order for investigations, discussions, and explorations into complex issues that can be
utilised in greater depth, as well as to possibly create an exploration into challenging
perceived issues of controversy. What is more, questionnaires must not be utilised as
merely an option of ease, which are perceived to require minimal effort, as is
commonly determined by certain researchers who implement them.
for the current research in order to be conducted correctly, a questionnaire has been
incorporated according to the set goals and variables, which is designed is such a
manner that ultimately notes and utilises the findings from existing literature that is
deemed sufficient for the research purpose. Subsequently, this is adhered to thorough
review of the contents that relate to the terms of the determinants the consequently
affect (directly and indirectly) turnover intention, as well as overall turnover. This
questionnaire was distributed through sending it to university email, which had been
anticipated as functioning quicker and more efficiently than conducting online
surveys, although it must be noted that this would be challenging in more
geographically diverse studies.
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Table 3.5: Advantages and Disadvantages of using questionnaires
Source: (Phellas et al., 2011)
Advantages Disadvantages
 Possibility to contact a greater amount of individuals  The rates of response are often low by post, while
at a competitive and relative low cost, which is by refusal rate are high by telephone and face to
post and by telephone. face.
 It is not challenging to access individuals who are  Bias is a predictable result, which is caused by
sometimes spread across a greater geographical area, minimal evident control over those individuals
or who live in isolated placed, which can be both who complete a postal questionnaire.
postal and by telephone.
 Participants are capable of completing questionnaires  In regards to individuals who experience reading
that are by post without time pressurisation, whilst a difficulties and/or impaired vision visual,
return telephone call-back may be arranged for a alongside individuals who fail to understand
more convenient moment. written English, postal questionnaires are viewed
as inappropriate.
 Questionnaires by telephone may make it more  Questionnaires by post or by telephone are
feasible for certain disabled individuals to be required to be kept short and precise.
consulted.
 Questionnaires that are face to face are capable of  Specifically trained interviewers are a
making it less challenging in the identification of prerequisite of both telephone and face to face
obtaining the appropriate individuals for the questionnaires.
questionnaire.
 Questionnaires that are face to face actually enable  It is seen that face to face questionnaires are often
the collection of a wider range of information, which more labour intensive and expensive than
utilise visual aids and can be made longer than postal alternative methods, as well as being excessively
and phone questionnaires. time consuming for all involved.
A covering letter was provided together with the questionnaire for each participant
that detailed certain issues in order to attract a high response rate, which were: the
overall purpose of the study, the response method, the research’s aim, as well as
information privacy. Multiple choice questions were incorporated into the body of the
questionnaire for more vital quantitative details, while the variability of the set
questions aims to initially meet the objectives of the research, and for data collection
that is deemed necessary in the overall support of the research’s result findings,
discussion, and recommendations.
The questionnaire consists of the following :( See Appendix1)

- First Section: personal data that include 5 items, which aim to define the sample
of the research and provide data in regard to their socio-demographic
characteristics, as well their usage in assessing the differences in the response of
the sample according to their demographic variables.
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- Second Section: related to quality turnover intention, and divided into the
following:
- First dimension is entitled "Job Satisfaction”: this section measures the job
satisfaction between Saudi university employees.
- Second dimension is entitled "Organisational Commitment": Determine the

organisational commitment which the employees' needs, wants and complaints
are addressed.
- Third dimension is entitled "Interpersonal Relationships": refers to the inter-
relationship employees and between employees and managers.
- Fourth dimension is entitled "Working Environment": indicates the situation
of the work area, and how much relates to the employees' comfort.
- Fifth dimension is entitled "Payment Justice": this dimension demonstrates
the revenue of work, is it justice between the employees or there is inequality.
- Sixth dimension is entitled "Turnover Intention": this dimension measures the
employees' intention that is related to turnover, in the aim to determinate how
the previous dimensions effect upon it.
3.11 Methods of Analysis
Through the utilisation of the SPSS program, various statistical techniques are used in
the data analysis from the completed questionnaires, while the following stage is
formulated through taking the results of the questionnaires and discussing or
comparing them with respect to different studies’ findings. This incorporates a further
consideration of determinants that have been mentioned previously in the chapter
regarding different factors of work, such as: salaries, overall job satisfaction, tenure,
and the relationships between colleagues. Additionally, more than one analysis factor
and rationale is present in a systematic approach such as this. The questionnaire data
analysis is detailed through an enhanced description below.
3.11.1 Data from Questionnaire
The questionnaire was distributed by sending it to university email, then send it to all
of the required sample, or send it to some universities, then sent to a special link to the
university and factually members to answer its questions. The questionnaires’ results
through the present study have been collected as actual physical ‘hard’ copies, which
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required the researcher to understand and analyse each answer separately, as certain
answers are not always necessarily decipherable, or presented in a clear manner.
Firstly, the copies had been examined manually, before the collected data was
organised and arranged by SPSS analysis software, which was originally conducted in
Arabic, and later translated over into English. Subsequently, certain statistical tests
and methods are utilised that follow the data collection and arrangement, which are
detailed below:
- Frequency analysis, which enables a clearer description of the demographic
characteristics of a sample.
- Descriptive analysis, which functions as the average or normal value in
relation to probability distribution, and is often referred to as the central
tendency that is sometimes just to the centre of the distribution. Arithmetic
mean, the median and the mode, as well as standard deviation are the
processed structural points of central tendency, which may be calculated
through a limited base of values, alongside the distribution of theory (i.e.
normal distribution). In order to provide an indication regarding whether the
attitude and agreement of a specific respondent were positive or negative in
relation to the questionnaire’s statements, the central tendency mean and
standard deviation were both incorporated into the current study.
- Simple Regression may be used to test the effect of determinants on faculty
members' turnover intention.
- The Cronbach Alpha can be utilised in order to process the assessment of the
data gathering tools’ internal consistency and reliability that are generally used
as a way to provide reliability estimate for a set research test inside a specific
study sample. It has been demonstrated that to think of Cronbach’s Alpha as
the average of the total split half reliabilities for a set of items can be seen as
the most productive way to conceptualise it, as a split half reliability is defined
as the reliability of a test or instrument separated into two sections, where each
of the two parts comprise half of the entire test or instrument. Indeed, in order
to provide an estimate of the reliability for the full length test instead of the
half-length tests’ reliabilities, the two halves need to be improved (i.e. the
Spearman Brown Prophesy Formula)
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- Pearson Correlation Matrix assesses the relationship between independent
variables, and to avoid multicollinearity or overlapping in the independence
variables.
3.12 Research Model
For the extraction of different variables to be implemented within the study, as well as
the construction of the model in order to define the structural correlation between
certain factors, the researcher depends upon major theories and models, together with
predictors, determinants, and variables that lead faculty members to potentially resign
from or stay at their universities in Saudi Arabia. The model of the study that will be
mentioned and discussed below is derived according to Yin-Fah et al. (2010); Singh
& Loncar (2010); Steel & Lounsbury (2009); Holtom et al. (2008); Perez (2008);
Blomme et al. (2008); Elangovan (2001). These theories and models were discussed
in detail in Chapter Two, although a quick review of these will take place in this
chapter in order to address the study model and aggregate it with the methodology
sections.
Organisational variables such as interpersonal relationships, payment, and working

environments are selected based on the Social Exchange theory, which indicates that
social relationships attempt to quantify distinct emotional effects of different
exchange structures between different organisations. Thus, the investment of time and
money in employees will create positive attitudes and an aura of respect towards an
organisation. Moreover, a healthy environment in employee-employee or employee-
manager relationships in any organisation is reflected positively in the feelings and
emotions of the staff as a whole, and, in turn, their intent to leave reduces. In contrast,
if relations are not as good as the employee wishes, their intention to leave increases
as a consequence (Sierra & McQuitty, 2005).
Another model on which the researcher relies comes from Steel and Lounsbury's
model (2009), the 'comprehensive withdrawal process', in which it has been stated
that job (dis)satisfaction is one of the major factors that causes employees to intend to
withdraw or actually leave. It is worth mentioning that employee values, job
perceptions, and labour market perceptions influence withdrawal intentions. Since
these factors are the main determinants of employee job satisfaction, these, in turn,
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lead an employee to stay rather than to quit when these are perceived as satisfactory
for them and vice versa when they are not satisfied with them.
Furthermore, the researcher also relies on the Theory of Planned Behaviour (TPB)
that identifies the causes of behavioural intentions among individuals. It is believed
that examining the antecedents of any behaviour and the overall context helps us to
understand the process through which TPB components are linked to intentions. If
this theory is used to examine environmental behaviours at a workplace, it will
represent a successful tool for predicting intentional behaviours. As a result, TPB has
undoubtedly been quite effective in accounting for intentional behaviours of
employees, as the effects of some determinants leading employees to leave or stay are
based on predictions made about the personal gains obtained from a particular
behaviour (Greaves et al., 2013).
In addition, the researcher also used the research by model 1978 (Perez, 2008) in
which it has been proposed that there are two distinct decisional paths: staying or
quitting. Once employees think about quitting and intend to search for an alternative,
they then evaluate the effort required to leave. Consequently, they begin searching for
another job and compare the available alternatives to the current job. Based upon the
evaluation, the decision will either be to resign or to stay. Mobley, Horner, and
Hollingsworth’s sequential known model and theory indicated that two demographic
variables (tenure and age) have an indirect effect upon turnover intention through job
satisfaction and the probability of finding alternative jobs. Meanwhile, it should be
noted that the model mainly focuses on job satisfaction as the major stimulator of
thoughts of quitting, intending to search for a job, and intending to quit or stay.
These theories and models are mainly focused on the following types of determinants:
demographical, environmental, organisational, and individual, all of which influence
the cognitive thinking of the employee to react. Indeed, the overall influence may be
positive or negative. Consequently, an individual will react to these determinants by
either thinking of leaving or not.
3.12.1 Operationalisation of the Variables
In the current study, determinants of turnover intention are independent variables.

However, faculty member turnover intention is a dependent variable. Despite the
various studies on turnover intention and actual turnover, the subject of organisational
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behaviour does not come together to yield a comprehensive framework of predictors
of future moments of resignation. Generally, a wide range of factors and moderators
facilitate the contribution to the interpretation of employee turnover. The determinants
of turnover intention in faculty members in Saudi Arabian universities are examined
in more detail in the following section.
Lee et al. (2012) was used to assess organisational variables in a sequence of ways.
Firstly, the five measurement statements of the strength of co-worker relationships
are: “the friendliness of co-workers is beneficial”, “co-workers support colleague in
the workplace”, “supervisors’ support me in my work”, ‘There is good interactions
between myself and my colleagues”, and “Good interaction is present between myself
and my supervisors”. Secondly, through the use of four different statements, the work
environment is ultimately assessed, which are: “I am able to cope with work tasks
through my own personal judgment”, “I possess the equipment that is deemed
necessary to enable the functionality of my job, as well as the correct tools”, “at work
my company I am provided with suitable clothing by my company so that my work
performance levels are facilitated”, and “an independent and healthy work
environment is provided at work by my company”. Thirdly, four different statements
are used in the assessment of payment and salary, which are: “My salary is very
satisfactory in my opinion”, “my employee benefits are better than sufficient”, “when
I complete additional work, I receive an additional bonus”, and “payment is consistent
with performance, the overall education level, and duration of experience”.
Furthermore, organisational commitment has functioned as a measurement of the

independent variable through the current study, together with job satisfaction. The 5-
point Likert scales were utilised to state the responses for all items, which are
measured from 1 to 5, with 1 as strongly disagree with a statement, and 5 being to
strongly agree. In relation to job satisfaction. This division of items was made based
on what previous studies had used, what has been found in those studies, and the
effectiveness of the item in covering the variable. Responses were recorded using 5-
point Likert scales, ranging from 1= "Not Satisfied" to 5= "Extremely Satisfied"
(Sekaran, 2004).
On the other hand, the dependent variable is faculty member turnover intention, which
is assessed by a three-item measure. This measure was based on Mobley, Horner, and
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Hollings’ Worth Theory. The items are: (1) “I think a lot about leaving the
organisation”, (2) “I am actively searching for an alternative to the organisation”, and
(3) “as soon as it is possible, I will leave the organisation”. Responses were collected
using 5-point Likert scales from 1= "Strongly disagree" to 5= "Strongly agree". The
minimum score is 1 and the maximum score is 5. Higher scores indicate a higher
intention to leave (Yin-Fah et al., 2010).
Various previous studies have paid attention to the phenomenon of turnover intention
and the main determinants that drive employees to leave. The originality of the
current research lies in the variables chosen to identify the major determinants of
turnover intention in faculty members at universities in Saudi Arabia.
Independent Variables Dependent Variables
(1) Demographic
Variables
- Age
- eduaction
- Gender
- Position
(2) Individual Variables:

- Job Satisfaction Turnover
- Organizational Intention
Commitment
(3) Organizational
Variables:
- Interpersonal
Relationship
- Working
Environment
- Payment Justic
Figure 3. 2: Research Conceptual Model

(Yin-Fah et al., 2010; Holtom et al., 2008; Steel & Lounsbury, 2009; Perez, 2008; Elangovan, 2001; Singh & Loncar, 2010;
Blomme et al., 2008).
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3.12.2 Research Hypotheses
The proposed research model shows how the independent variables (determinants) and the
dependent variable (turnover intention) are related to each other and influence each other.
Additionally, Figure 3.2 displays determinants leading to faculty member turnover
intention based on the collected factors that are the focus of the current study. The
determinants of turnover intention are divided into three sections as follows: the
demographic variables of the faculty members, the organisational variables for the Saudi
universities of the faculty members, and individual variables for faculty members at the
Saudi universities. The study also divides demographic variables into the age and
education of faculty members and their effects on the intent to leave. The second section
investigates the effects of the organisational variables (interpersonal relations, payment and
working environment) in the selected Saudi universities on the intent of faculty members
to leave. The third section is concerned with individual variables such as job satisfaction
and organisational commitment in faculty members at the Saudi universities and their
effects on the overall intent to leave.
Based on the literature review, the research hypotheses are developed as follows:
H1: There is a significant impact of faculty members' demographic variables on turnover

intention at the Saudi Arabian Universities.
H1.A: There is a significant impact of a faculty member's age on turnover intention at the
Saudi Arabian Universities.
H1.B: There is a significant impact of a faculty member's eduaction on turnover intention
at the Saudi Arabian Universities.
H1.C: There is a significant impact of a faculty member's gender on turnover intention at
the Saudi Arabian Universities.
H1.D: There is a significant impact of a faculty member's postion on turnover intention at
H2: There is a significant impact of organisational variables on faculty members'
turnover intention at the Saudi Arabian Universities.
H2.A: There is a significant impact of interpersonal relationships on faculty members'
H2.B: There is a significant impact of working environment on faculty members' turnover
H2.C: There is a significant impact of payment justice on faculty members' turnover
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H3: There is a significant impact of individual variables on faculty members' turnover
H3.A: There is a significant impact of organisational commitment on faculty
members' turnover intention at the Saudi Arabian Universities.
H3.B: There is a significant impact of job satisfaction on faculty members’ turnover
3.13 Reliability and Validity
Reliability and validity are two of the most vital factors that may be potentially
considered in the process of evaluating or formulating a specific instrument (Ihantola
and Kihn, 2011). Both reliability and validity are defined as statistical criteria that are
utilised to assess the measure of whether the research process is positive or negative
(Ihantola and Kihn, 2011). Moreover, reliability is brought through a connection with
a specific instrument’s consistency, which provides a reference to a measuring
instrument’s dependability, which stems from how, and to what level, a specific
instrument produces the same results through repetitive trials.
Reliability has been defined as the extent to which a particular instrument is capable
of measuring a set topic or reference phenomenon through population groups and time
in a consistent manner (Drost, 2011). The literal meaning that is derived from
reliability comes from the extent that an individual can rely on the data’s source, as
well as the overall data, which is authentic, dependable, genuine, reputable, sure,
trustworthy, and unfailing. In total, the main measuring tool for reliability stems from
consistency, which distinguishes that the reputation of the source is critical in
different literary accounts, while the numerical data is not required to always be
defined as reliable. In accordance with Ihantola & Kihn (2011), “the source – even
official statistics – may not be wholly impartial. Populations may be undercounted.
The samples used may be insufficient or not randomly selected. Confidence limits
(margins of error) may be omitted. The rate of non-responses to questionnaires may
be disguised. Respondents may not have been wholly truthful in their replies”.
In general, reliability has been stated to present a demonstration of response

consistency, as well as a clear examination of stability (Creswell, 2003). Likewise,
reliability has been defined as an increase in the overall research’s consistency and
reliability, together with procedure documentation, and as the enablement and
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structure of detailed procedures. The Cronbach alpha, which is reliability’s alpha
coefficient, was utilised in the current study for the questionnaires that measured
internal consistency in order to achieve the best optimal level of reliability.
Three different fundamental methods exist which are accepted in the overall
reliability of a measurement scale assessment: the test-retest, internal consistency, and
alternative forms. Cronbach’s alpha, which is the alpha coefficient in relation to
reliability, was incorporated into the questionnaires for the current study in order to
measure the total internal consistency, as it is considered a coefficient of mediate
variables correlation. Nevertheless, previous related studies are not necessarily perfect
or flawless, even following continuous reviews of the research, or after prestigious
and academic journals have published them. Consequently, it is imperative that the
overall validity and reliability of a study are represented, even following the review of
published research (Drost, 2011).
The questionnaire was distributed in the current investigation to a specific group that
was comprised of experts and academics, as the research hoped to reshape the
questionnaire in order to enhance it in accordance with reviews and general feedback,
through specific attention placed upon reliability. The Cronbach’s Alpha that
determines the survey data’s consistency assists in measuring the reliability, as the
reliability analysis’s principle purpose is through its ability to determine the
confidence in acquired. The reliability of the questionnaire for the technical sample is
shown in the table below, which was set at (0.868), which means that the acceptable
level of (0.60) has been met by all samples (Sekaran, 2004).
Table 3. 6: Cronbach Alpha Measure for Questionnaires
Variables Number of Items Cronbach’s Alpha

The reliability for sample 43 .868
The next table presents the Cronbach Alpha for each individual variable separately:
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Table 3. 7: Cronbach Alpha Measure for Variables separately
Variables Number of Items Cronbach’s Alpha

Job Satisfaction 10 .739
Organisational Commitment 12 .751
Interpersonal Relationships 5 .797
Work Environment 5 .725
Payment Justice 6 .827
Turnover intention 5 .65
Validity has commonly been shown to demonstrate how specific outcomes have
meaning, use and whether they are appropriate to specific outcomes and conclusions
that result from varied test scores. Moreover, validity may be defined as whether an
instrument is capable of measuring the factor that is supposed to assess (Drost, 2006).
Overall, various measures of validity exist that provide more substantial indicators
that relate to a particular set of research’s quality. In essence, two types of validity are
known exist, which are either internal or external. The internal validity relates to the
usefulness and effectiveness of a hypothesis test that helps represent a research
study’s design, as well as the appropriateness of the research question (Golafshani,
2003). Comparatively, external validity relates to the possibility of research findings
being generalised beyond the sample and setting of the actual analysed investigation
(Drost, 2006).
Validity of the content, concurrent validity, and the validity of construct are the most
frequent forms of estimating different measurements’ validity. The validity of content
relates to a measurement’s ability to utilise all the specific dimensions of any social
construct, with face validity being one of the distributing tools for experts and
instructors. Concurrent validity refers to a specific form of evidence that may be
acquired in order to provide justification of a test’s utilisation in providing the
forecast of varied findings, such as from an exam or pilot study. This concurrent
validity is incorporated into the fields of sociology, psychology, and different
behavioural or psychometric sciences, with the received results being tested by
construct validity through previous conceptual theories (Drost, 2011). On the other
hand, it has been mentioned that the most common ways to measure validity come
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from content validity as the first one, which concerns whether a particular tool shows
defined measurements to what researchers says it will or not, together with face
validity as a basic content validity definition that involves an investigator asking
certain individuals to demonstrate verification of the tool as valid for utilisation
(Ihantola & Kihn, 2011).
Content validity can be evaluated through a more complicated manner, which is to ask
recognised experts that are reliable in the field to provide their opinions in relation to
the tool’s overall validity. Similarly, other measuring tools for validity come from
criterion validity, and both concurrent and predictive validity are measures of this
form. The Concurrent Validity is a commonly accepted measurement, which is often
utilised by a researcher when they are attempting a new appraisal tool’s improvement
and it is possible to create a comparison between the ratings from the new tool that are
obtained and those from a tool that has been validated previously. Furthermore, how a
tool may potentially hypothesise a future event of interest can be measured by the
predictive validity. However, a correlation coefficient is always used in the process of
measuring the criterion validity when there is an evidently high correlation, where the
correct validity of the tool may be perceived.
The Construct Validity is the third measure that is utilised in the study, and this
determines the correlation that exists between the taken measurement and an
underlying theory. Researchers generally anticipate a reasonable relationship to exist
through tests that measure different related areas when construct validity is shown,
while the overall evidential proven construct validity may be instilled through the
comparison of results that are obtained by acquiring results that are obtained using
alternative forms of testing. Moreover, other individual characteristics of a person that
are related can be measured, as well as the concepts that stem from the environment
of an individual, which are potentially anticipated as effectual factors upon the
performance of a test. When the correlation has been increased to a higher level, a
correlation coefficient is utilised to measure the construct validity, as the tool is
deemed to provide overall validity (Golafshani, 2003; Drost, 2006).
The validity measurement used throughout this study is the face validity and
concurrent validity via the pilot study. In general, validity stems from distinguishing
the accuracy of the findings from the researcher’s perspective, and the quantitative
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research’s validity relates to whether it is feasible for the tool to measure what it has
been set out to measure, which is undertaken through an examination and assessment
of the content and assessment that has been revised previously.
3.14 Pilot Study
A pilot study is a summarised and limited copy of the planned study. The main
objective of a pilot study is arguably to improve and revise the functions and
procedures of the planned research. Gardner et al. (2003) pointed out that to gain a
robust understanding of a pilot study, we should think of it as "a shakedown cruise of
a new ship. In a shakedown cruise, the ship is put to sea for a short cruise to find out if
all the systems work. No sailor would consider a long trip on a new ship without first
checking whether the ship is seaworthy". Similarly, many research studies benefit
from a pilot study to determine their ‘seaworthiness’. Therefore, the main objective of
a pilot study is not to gather research data, but to test and check research procedures,
so that any required amendments and modifications can be made before the actual
data is gathered. Furthermore, another goal of a pilot study is to identify whether the
planned statistical analyses work, so that any problems or errors that arise via the pilot
study can be fixed by changing the data collection procedures or the statistical
analyses (Gardner et al. 2003).
From a statistical perspective, pilot studies are not effective for estimating the impact
or efficacy of an intervention, and the strength of association in an observational
study. The reason for this is that pilot studies are very small and so it is not possible to
obtain a dependable and reliable appreciation or estimate of the effects of the study.
Hence, as Abu Hassanl et al. (2006) determined, the confidence interval around the
observed effect size will be very large, and all values lying within the confidence
interval may be potential values of the actual effect size. The effect size that is
identified in a pilot study is usually used to calculate, based on the confidence
interval, the number of respondents required in a large trial in order for the effect to
be statistically significant. The incorrect assumption here is that the resulting extent of
the effects represents the true final outcome. Pilot studies can be used to give an
indication of the difference in measurement, which related to the standard deviation
and can be used for calculations for the main study (Abu Hassan1 et al., 2006).
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Thus, based on the above, a pilot study is undertaken in order to detect design and
instrumentation weaknesses, as well as to display proxy data that results from varied
probability samples’ sections. Overall, a pilot study comprises of data that is
ascertained in order to create a small-scale exploratory research project utilises
different levels of sampling, although it rigorous set standards are not applied, while
the purposes of a pilot study (Abu Hassan1 et al. 2006) are to:
• Test the wording of the questionnaire.
• Test the sequencing of the questions.
• Test the layout and format of the questionnaire.
• Acquire a more substantial familiarity with the participants.
• Test the arrangements and organisation of fieldwork arrangements (when
required(.
• Produce trained fieldworkers (when required).
The test analysis procedures of the pilot study focus on the key factors that contribute
to shaping the questionnaire, which then contribute to gaining the necessary data for
answering the research questions afterwards.
3.15 Research Quality
Quality in any research must be considered by the research process, no matter the
paradigm being applied. Thus, this research takes into account different aspects to
maintain quality: trustworthiness (involving credibility in preference to internal
validity, dependability in preference to reliability, the possibility to confirm the
preference to objectivity, transferability in preference to external
validity/generalisability), and ethical considerations (Shenton, 2004).
3.15.1 Trustworthiness
However, Lincoln and Guba 1985 stated that the main issues of trustworthiness are:
"How can an inquirer persuade his or her audiences (including self) that the findings
of an inquiry are worth paying attention to, worth making account of? What
arguments can be mounted, what criteria involved, what questions asked, what would
be persuasive on this issue?” (Sinkovics and Ghauri, 2008).
However, in order to ensure that a qualitative study is trustworthy, Shenton (2004)

indicated that the study must correspond to the criteria applied by the positivist
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investigator; credibility (in preference to internal validity), dependability (in
preference to reliability), the ability to confirm (in preference to objectivity) and
transferability (in preference to external validity/generalisability).
A) Credibility (in preference to internal validity)
Credibility or internal validity "refers to the idea of internal consistency, where the
core issue is “how we ensure rigor in the research process and how we communicate
to others that we have done so” (Gasson, 2004, p. 95). Credibility is an estimation of
whether or not the research finds plausible information derived from the participants’
original data, and is a true interpretation of the participants’ original views
(Golafshani, 2003). Shenton (2004, p. 63) indicated that "in addressing credibility,
investigators attempt to demonstrate that a true picture of the phenomenon under
scrutiny is being presented". The credibility of a qualitative study relies upon the
capability and effort of the researcher (Golafshani, 2003), although, on the other hand,
a qualitative researcher demonstrates 'rigour of the inquiry' through adopting the
various credibility strategies (Anney, 2014). Firstly, prolonged and varied field
experience is a strategy that assists the researcher in obtaining an idea of the context
of the study, which decreases the distortions of information that might originate due to
the presence of the researcher in the area. Secondly, time sampling through this
strategy relates to the researcher’s extended time in the area that will improve the trust
of the respondents and help the researcher better understand the participants’ context
and culture. Thirdly, peer examination is a strategy derives from a researcher
acquiring the perceptions of peers to improve the conclusion of the study. Fourthly,
triangulation as a strategy assists the researcher to limit bias and cross test the
integrity of the participants’ responses.
Overall, there are three major triangulation techniques: investigator triangulation,

triangulation/informants triangulation, and methodological triangulation, such as the
interview technique. Fifthly, member checking is a different strategy that helps to
eliminate researcher bias when analysing and interpreting the results, which includes
establishing authority of researcher structural coherence. The final credibility strategy
is reflexivity (field journal), which stems from an evaluation of the researcher's own
background, interests and perceptions on the qualitative research process, which must
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include all issues that occurred in the area and personal reflections relative to the
study, such as the phenomenon that develops during the investigation.
B) Dependability (in preference to reliability)
Rolfe (2006, p. 305) defined dependability as “a threat to validity/credibility, and

questioned many of the usual qualitative reliability tests such as member checking
(returning to the participants following data analysis) or peer checking (using a panel
of experts or an experienced colleague to reanalyse some of the data) as ways of
ensuring that the researcher has analysed the data correctly”. Validity can be defined
as whether a tool is capable of measuring its purpose of measurement (Drost, 2011),
although it is often referred to as defining specific outcomes and conclusions from the
scores of tests in reference to their overall meaningfulness, usefulness and
appropriateness.
The three working mannerism of validity through content, concurrent, and construct
are the more prevalent ways of estimating measurement validity. The overall
capability of a measurement to define the full remit of any stated social construct is
referred to through content validity; and the term of face validity is one style of
method from the distribution to a certain group of experts or instructors. Additionally,
concurrent validity is utilised in reference to a form of evidence that may be obtained
in order to provide further justification for the implementation of a set test from an
exam or pilot study that could assist in the forecast of different results, which is
commonly used in the fields of sociology, psychology, and other behavioural or
psychometric sciences. Similarly, construct validity testing is incorporated into how
the received results function with conceptual theories from previous literature (Drost,
2011). The methods that are utilised in the measurement and evaluation of the validity
of data collection in the current study come from content validity and criterion
validity. The content validity denotes whether a particular tool appears to be
measuring what the researcher states that it is specifically intended to measure
(Ihantola & Kihn, 2011). One specific basic form of content validity comes from face
validity, as the investigator asks various individuals for verification that the method
functions with relevance. What is more criterion validity is the second measure for
validity and the third measure that is incorporated into the current study comes from
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construct validity, which produces an examination of the correlation between the type
of measurement and relevant theory (Saunders et al., 2011).
In addition, there are two forms of validity that are known to be relevant: internal and
external, where the internal form provides a relation to the usefulness and
effectiveness of a hypothesis test that assists in representing the design of a research
study, together with defining how appropriate the research question is (Golafshani,
2003). In comparison, the findings of the research that are generalised beyond the
sample and setting of the stated analysed investigation are related through external
validity (Drost, 2006).
C) Confirmability (in preference to objectivity)
Levy (2006) suggested that “internal validity should be replaced by that of credibility;
external validity by transferability; reliability by dependability; and objectivity by
confirmability”. Confirmability largely concerns an issue of presentation (Rolfe,
2006). Confirmability is also related to the level at which the results of an inquiry can
be affirmed or supported by other researchers. In addition, confirmability means the
provision of assurance that data and interpretations of the results are not concepts of
the researcher’s imagination, but are clearly deduced from the data (Anney, 2014).
Moreover, Levy (2006) suggested that confirmability in a qualitative study is
accomplished by an audit trial, reflexive journal and triangulation. According to
Bowen (2009, p.307), an “audit trail offers visible evidence—from process and
product—that the researcher did not simply find what he or she set out to find”.
As a consequence, it needs to be recognised by the researcher that the decisions which

are set in place relate to the methods that are implemented within the study, together
with referring to reason in selecting specific approaches that are perceived as more
relevant than others, as well as provided explanations to the negative connotations
found in the adopted use of certain techniques. Additionally, the initial theories must
be observed, even when they have not been set in place through the accrued data.
Indeed, the devised recommendations and processes that are potentially adopted
during the cycle of study are duly formed by a data pointed approach that may be
applied by certain researchers.
D) Transferability (in preference to external validity/generalizability)
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Rodon and Sesé (2008, p. 7) defined transferability as "a direct function of the
similarity between the two contexts, what we shall call “fittingness”. Fittingness is
defined as the degree of congruence between the sending and receiving context".
Another definition of transferability “refers to the degree to which the results of
qualitative research can be transferred to other contexts with other respondents – it is
the interpretive equivalent of generalisability” (Anney, 2014). This means that
transferability provides background data to build the context of the study and a
description of the phenomenon in question to allow comparisons (Shenton, 2004).
In general, transferability is stipulated to be a form of collaborative initiative, and the

purpose of the researcher is to offer specific details that allow readers to conclude
different generalisations in regards to the results that can subsequently become
transferable to other factors or studies. Nonetheless, transferability is conducted by
readers and consumers of a certain study, and their main purpose is to provide an
assessment of the extent that the results are able to be utilised within new and/or
innovative studies. Invariably, the results of a set investigation are transferred by the
readers or users of the study in question (Polit & Beck., 2010).
3.15.2 Ethical Issues
Ethical issues associated with research are defined as issues that concern morals or the
principles of morality. Ethics are concerned with the definition of right and wrong,
together with implying or conveying moral blessing in accordance with principles of
conduct that are thought correct, especially those morals or standards of a given
profession or group (Gustafson and Woodworth, 2014)
Ethical issues are taken into serious account in order to complete the research to
ensure that it conforms with the moral criteria of academic researchers and also to
Saudi Arabian ethical considerations. The researcher has also asked for official
consent from school principals to be able to access the selected universities.
Additionally, issues of ethics relate to the correct nature within a deal, which can
imply a moral distinction that functions according to the principles of conduct that are
defined as being correct, especially through those of a stated profession or relevant
group. A variety of reasons exists as to why it is necessary to follow the defined
normal rules of ethics within the process of research. Initially, the research’s overall
achievements are promoted through the aims, which are shown by the demonstration
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of knowledge, truth, and error emission. For instance, truthfulness and the avoidance
of error are promoted by data research that prohibits fabrications, falsifications, or
misrepresentations of data within research. Secondly, ethical standards promote the
values that are essential to the promotion of collaborative work through ethical
standards, which come from accountability, fairness, and mutual respect, as research
often incorporates a vast amount of cooperation, together with coordination through
varied individuals in a variety of fields and professions. For instance, a great deal of
rules in relation to ethics within research are structured in order to maintain the
interests of intellectual property, which stem from collaboration support, writing
rules, copyrights and contracts of patents, policies of data distribution policies, as well
as the rules of privacy in equality reviews. Thirdly, a variety of ethical patterns assist
in ensuring that research may be undertaken to be publicly accountable (Resnik &
David, 2011, p. 57).
The purpose of defined ethics within research comes from the message to undertake
tasks correctly and avoid any form of harm, as the application of suitable ethical
attitudes implement the capability to reduce or totally halt the process of damage
(Ritchie et al., 2013). Additionally, the researcher of the current study understands
that a fundamental part of the research stems from human participant protection, as
human rights violations that are made under the guise of scientific research need to be
viewed as functioning as an anachronistic in the modern world. Indeed, ethical
problems have a natural disposition within qualitative research studies to be subtle
and contrasting in comparison to problems in quantitative research (Ritchie et al.,
2013).
The researcher devised a consent form for the current study for each participant to
sign, which demonstrated that each respondent provides their consent through a
knowledgeable, voluntary, and rational nature, whilst they are capable of making
informed decisions in order to participate in voluntary research. However, this is only
relevant when the participants possess information in relation to all the potential
positive and negative possibilities that the research could yield.
Specific research concerns were initially detailed and described following the
educational institutes authorisation, in relation to objectives, access and time that also
involved the permission for the participants by the principles and educators. One
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particular quality that is shown by the researcher derives from flexibility in their
action while discussing relative concerns involved within the study. For example,
different initiative involve: contributors being guaranteed the possibility for their
withdrawal from the investigation in any moment that is deemed a requirement; the
worries and concerns being handled by a qualified system; and all accessibility and
time manners being planned according to the wishes of a university, which are
intended to create respect and confidence, together with maintaining a positive and
productive relationship that will be beneficial for universities. Overall, this is
conducted with adequate awareness of the research instrument’s use, as the researcher
guarantees that no potential discrimination or bias would be caused by the detailed
information from the methodology.
Data collection and overall maintenance is always carefully and securely stored
throughout the research study’s duration, as anonymity and confidentiality is
imperative, which invariably enhances the authentic nature of the data that functions
through the strict accordance of the ‘Data Protection Act’. The data that is initially
collected prior to analysis is termed “primary data”, as it originates directly from the
source itself. What is more, the questionnaire was collected following completion and
viewed only by the researcher, which was structured appropriately to the research, and
provided through a foundation of scientific research that was conducted in the field,
and duly conducted in an appropriate manner. Hence, this eliminated the chances of
responses being altered, or being misused by an additional party. All of the
contributors were Saudi Arabian and therefore spoke the Arabic language. To remain
appropriate for ''meaning-making'' and to reduce the potential failure to communicate,
the questionnaire was translated and distributed in Arabic. Also, the questionnaire was
written and prepared using Microsoft Word, which enables the researcher to avoid the
need to learn new skills. Questions regarding the determinants of turnover intention
were offered via comprehensive possible replies to which contributors can choose yes
or no. Finally, many open questions were placed into the overall design.
All research projects have ethical issues that concern recruitment, volunteering,
participants, and the right to withdraw; all of which are main ethical considerations
that have been kept in mind during this research process (Anderson, 2009).
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The researcher is required to behave appropriately in relation to the rights of anyone
who partakes in the research and thus becomes the subject of the work, or are
consequently affected by it, in order to make the research valid (Saunders et al.,
2009). Therefore, it can be seen that this ethical practice is vital for social researchers.
Furthermore, “moral principles, norms or standards of behavior guide moral choices
about our behavior and our relationships with others” (Saunders et al., 2009, p. 184).
Moreover, when one considers what constitutes an ethical approach to research, there
are two separate principle labels that emphasise such an approach. Firstly, the
protection of the interests of all participants is paramount, and secondly that there
should be no deterioration in the form of the individuals, from whom data are
gathered, between the commencement and the ending of the study (Anderson, 2009).
The researcher guaranteed that the details and information from the methodology
would not cause any possible discrimination or bias, as data collection and storage
were conducted in strict accordance with the ‘Data Protection Act’. With regards to
anonymity and confidentiality, data were carefully and securely stored for the
duration of the research, and this increased the authenticity of the data that has been
collected, which is noted as collected data to be of a primary nature, which means that
it comes directly from a source. Furthermore, the questionnaire had been designed
appropriately, based on the scientific research conducted in the field, and was
distributed according to acceptable means.
3.16 Generalization
Context-free assertions for enduring values are often used as the definition for
generalisations (Lincoln & Guba, 1985). Invariantly, generalisability may be
perceived as the connection that exists through varied study cases by qualitative
researchers, together with other situations and how the findings’ generalisability are
made possible within the research (Falk & Guenther, 2006). This individual form of
generalisation has been referred to as ‘representational’, which may be assessed from
a two principle issue foundation (Ritchie et al., 2013). The first issue originations
from the exact interpretation, definition and capture of a set phenomenon, such as
though field work quality and overall analysis, whereas, the second issue relates to the
extent that the researched sample becomes a representation of the initial population as
a whole.
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3.17 Limitation of Study
Due to fact that the this research has depended on merely a questionnaire as a way of
acquiring data, this may expose the researcher to various difficulties, such as the
unwillingness of some of the respondents to fill out the questionnaire, or their limits
upon personal time. Moreover, the researcher may face major difficulty during the
distribution process of the questionnaire to the female participants, due to the privacy
and culture of Saudi society.
In comparison, researchers mention that questionnaires have several disadvantages,

which have been displayed by various researchers. Gillham (2004) mentioned that
there is a common low response rate, due to the respondents thinking that it is
interesting and deserving of being filled in, which results in the requirement of
limitations and simple questions at the same time, as misunderstandings cannot be
corrected and a lack of monitoring over order and context of answering questions can
create a wrong analysis, where in certain places there are challenging issues with
reading and writing. Also, Denscombe (2010) mentioned that the pre-coded questions
can be disappointing for respondents, thus, preventing them from answering, where
they may find it very limited. Moreover, Cohen et al. (2009) explained more
disadvantages through the ambiguous and unclear format of the questionnaire layout,
the falsification of the respondents, and duration of time in some cases.
3.18 Summary
In conclusion, this chapter started with a brief introduction and highlighted the
meaning and intention of the research questions, in order to refresh the readers'
memory to the overall research objectives. Following this, the chapter completely
justified the choice and use of the approaches, together with a full illustration those
that have been implemented throughout this research. Also, in regards to the
approaches’ contents, design, and distribution procedures, the data collection tools
were given a full description, which was subsequently followed on by a brief
description that related to the manner that collated data is duly interpreted and
analysed. This was then followed by a summary of the main ethical issues that this
research has taken into consideration through the research stages. In essence, Chapter
Three has presented a detailed description of the chosen model and variables for the
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present research, which has followed a brief review of the theories on turnover
intention factors and determinants in previous studies.
Readers will hopefully be presented with a clearer and more thorough comprehension
of the procedures that are adhered to and followed in the collection and analysis of the
research data collection and analysis, following the review and understanding of this
chapter. Thus, it will be possible to utilise this information to fully explore the data
analysis of the collected findings in the following chapter, which were ascertained
through questionnaires that were implemented in order to provide the analysis for the
use of the SPSS program with an enhanced discussion for explanation.
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Chapter Four: Analysis and Results Discussion
4.1 Introduction to Results
In the previous chapters the researcher sought to address the turnover intentions of
employees within the public universities of the Kingdom of Saudi Arabia (KSA),
thereby enriching the body of research with knowledge about the factors that happen
to cause this phenomenon in academic institutions. The theoretical framework for this
study has been designed through maintaining the presence of existing research by a
host of scholars. The literature review also addresses theoretical evidence that clarifies
the phenomenon of turnover intention and actual turnover, as well as some of the key
turnover process models. Also, the previous sections examine previous related studies
of employee turnover with professions other than academia and the teaching stream.
The researcher addresses the issue of turnover and turnover intention by using the
term 'employee', which is taken from the wording of the studies cited. Since there are
some shared bodies of information among professions, which can be both academic
and non-academic, the literature review uses the term 'employee' for the sake of
generality, even though the thesis concentrates on teacher turnover, alongside its
motivating factors, and consequences.
This chapter is considered as the most important part of the research, as it presents the
collated data that were ascertained through questionnaires to be analysed by the SPSS
system, with an explanation of the results and discussion by comparing it with the
results of previous studies. Additionally, the research questions and objectives will be
achieved in this chapter accordingly.
4.2 Results' Discussion
The following tests were utilised for analysis of the data collected through
questionnaires:
- Frequency: to describe the sample’s demographic characteristics.
- Descriptive: This includes mean and standard deviation values that will be
used to provide indications in relation to the respondents’ attitudes, and any
agreement on factors affecting turnover intention.
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- Simple Regression: This will be used to test the effect of determinants on
faculty members' turnover intention.
- Cronbach Alpha: It is generally implemented as an estimate of the reliability
of a set study’s research test and is utilised in the assessment of the tools for
gathering data through checking their reliability and internal consistency,
which is stipulated to be a coefficient of internal consistency. Indeed, it is
possible to define Cronbach's Alpha as the average resulting data findings
from all possible half measured reliabilities for a given set of items, which can
be referred to as “split half reliability”, due to the reliability measure between
two parts of a test or instrument for a total instrument. Generally, these two
half reliabilities should be subsequently improved through the Spearman
Brown Prophesy Formula, which will help in estimating the reliability for the
full length test reliability, instead of the reliability being split between two
distinct tests.
- Pearson Correlation Matrix: Used to assess the relationship between
independent variables, and to avoid multicollinearity or overlapping in the
independence variables.
4.2.1 Respondent Demographic
The study sample is 360 participants out of 375 because of missing data, 199 male
and 161 female of five public universities within the region of Al-Riyadh in Saudi
Arabia (King Saud University, Al-Imam University, Prince Salman University, Al-
Mujam’ah University and Shaqraa University. Table (4.1) below shows the socio-
demographic characteristics of the sample. A large section of the respondents were
aged between 30-39 years (42.8%) and a large portion of them were educated to PhD
level (55.6%). The majority of the respondents work as lecturers, with a percentage of
43.1% of the sample. Where other respondents work as an assistant professor with a
percentage of 30.6%, and associate professor percentage 14.4%, while, other
respondents work as a professor with a percentage of 11.9%.
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Table 4. 1: Socio-demographic characteristics of the sample (N= 360).
Variable N (%)
Gender
Male 199 (55.3)
Female 161 (44.7)
Age
Under 30 45 (12.5)
From 30-39 154 (42.8)
From 40-49 93 (25.8)
From 50-59 53 (14.7)
60 and above 15 (4.2)
Education
Master 125 (34.7)
PhD 200 (55.6)
Other 35 (9.7)
Position
Lecturer 155 (43.1)
Assistant professor 110 (30.6)
Associate professor 52 (14.4)
Professor 43 (11.9)
The figures below demonstrate the socio-demographic characteristics:
Figure 4. 1: Respondent's gender
Figure 4. 2: Respondent's age
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Figure 4. 3: Respondent's education
Figure 4. 4: Respondent's position
4.3 Descriptive Statistics
A descriptive analysis is presented through this section, which will demonstrate the
perception of the sample and agreement in relation the turnover determinants’
statements. Moreover, each dimension of the turnover determinants will be presented
in the following section, with its associated statement’s mean, standard deviation and
relative importance. Subsequently, an explanation into the sample agreement and
satisfaction in regards to the different dimensions and their subsequent statements will
be provided later through these dimensions of turnover determinants.
A specific scale was used in the process of analysing questionnaire statements, which
was divided into three levels that relate to the weights of the questionnaire (Sekaran,
2003):
- Weak agreement is shown to be 1 to 2.33
- Good agreement is shown to be 2.34 to 3.66
- Strong agreement is shown to be3.67 to 5.00
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4.3.1 Job Satisfaction
This first dimension represents the job satisfaction of the faculty members at the five
public universities in Saudi Arabia. The agreement from the participants regarding job
satisfaction statements is shown in Table (4.2).
It is apparent, as shown by the table below, that the general mean of all statements of
job satisfaction is (3.34) with 66.8% marked as relative importance, which reflects
good agreement. Moreover, the standard deviation values are (1.09), and this
demonstrates a normal value that merges with the sample’s response. Moreover, each
statements reflects mean value reflects a good agreement, where the highest one is
(4.07) for statement 1: “I am capable of acting in a way that does not work contrary
to my conscience.”; and the lowest mean was (2.67) for statement 8: “The benefits we
receive are as good as those offered by most other institutions”. In general, it can be
concluded that the sample’s attitude toward the questions was positive, thus, the
participants are satisfied in their jobs at Saudi Arabian universities, and have positive
attitudes toward them. With regards to standard deviation, its values are normal and
support the agreement.
Table 4. 2: Job satisfaction of the faculty members

Standard Relative
Statement Mean
Deviation Importance
1. I am capable of acting in a way that does not work contrary
to my conscience. . 4.07 1.032 81.4
2. The money I receive is relevant to the work that I do.
2.83 1.263 56.6
3. I feel accomplishment in my job.
3.88 .987 77.6
4. Overall, I am satisfied with my job.
3.78 .961 75.6
5. My career actually gives me satisfaction.
2.75 1.105 55
6. My job is enjoyable.
3.95 .902 79
7. I feel satisfied with my chances to receive a salary increase.
3.54 1.242 70.8
8. The benefits we receive are as good as those offered by
most other institutions. 2.67 1.192 53.4
9. Those who do well on the job stand a fair chance of being
promoted. 2.70 1.178 54
10. I have the chance to do different things from time to time.
3.27 1.047 65.4
Average Mean and SD 3.34 1.09 66.8
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Most of the respondents feel that they are able to do things that do not go against their
conscience. The results show that most of the faculty members at Saudi universities
do not feel that they have been given a fair amount for their work, and that the
benefits they received are not as good as that which most other institutions offer. In
addition, they feel that the persons who do well on the job get a lower chance in
promotion. On the other hand, the respondents feel accomplished and have achieved
success in their job, feel satisfied with their job, feel that their job is enjoyable, and
feel satisfied with their chances of salary increases. In addition, they have the chance
to do different things from time to time.
Figure 4. 5: Job satisfaction

From the above Radar Chart in Figure (4.5) that details each statement, and it could
be noticed that the participants respond to the statement which require them to
perform any act that does not go against their conscience and reflect a strong
agreement with mean (4.07). As well as, the statement 2 that reflects the
respondents’ satisfaction regarding their wages, which shows a weak agreement with
low mean value (2.83). Also, the mean of their job achievements and
accomplishment reflect strong agreement with a high value (3.88).
Moreover, in regards to the statement 4 which states: "Overall, I am satisfied with my

job ", receives strong agreement with (3.78) mean value. Whereas, the answers of the
respondents about the statement 5 “My career actually gives me satisfaction.”, a
good agreement with mean (2.75) is actually reflected. In addition, regarding the
statement 6 "My job is enjoyable", a strong agreement with high mean value (3.95) is
shown. On the other hand, participants feel satisfied with their chances to receive a
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salary increase get a mean value (3.54) which reflects good agreement of the sample.
Where the sample receives good benefits as those offered by most other institutions,
it gets good agreement with the mean value (2.67). Moreover, in relation to the
statement 9, which states: “Those who do well on the job stand a fair chance of being
promoted”, a good agreement with (2.70) mean value is demonstrated. Finally, the
statement 10 that views respondents’ chances to do different things from time to time
receives good agreement with a low mean value (3.27).
Such results are consistent with Forrier and Sels (2003), which confirm the
relationship between temporary/permanent employment, and employability within
Belgian institutional working environments. It was argued that both organisations and
temporary employees might be confronted with difficulties that are attributed to the
development of employability as a trend through training courses. The determinants
that drive turnover intention, and then actual the final stage of leaving, are divided
into three sections as follows: firstly, demographic determinants: age and education,
gender, postion; secondly, individual determinants: the organisational commitment of
employees, and the job satisfaction of an employee. Furthermore, Brewer et al. (2012)
introduced a third view, which showed employee's general feelings and attitudes to
his/her job, without reference to any specific facet of that job which known as job
satisfaction considered as turnover determinants.
4.3.2 Organisational Commitment
The second dimension represents the organisational commitment and its effects on the
turnover intention of the faculty members. Table (4.3) presents the participants’
agreement regarding organisational commitment statements.
From the below table, it appears that the mean of the participant's answers ranged
from (2.79) to (4.07), with (1.09) a standard deviation value and 65.8 relative
importance.
The highest mean was for statement 19: “" I am willing to put in a great deal of effort
beyond that which is normally expected in order to help this university to be
successful”, which means that the participant's strongly agreed on this statement.
Whereas, statement 16 determined the lowest mean: “It would take very little change
in my present circumstances to lead me to leave this university”, which means that the
participant's slightly agree with the stated notion. Indeed, the sample attitude towards
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the questions can be observed as positive as shown through the total mean value, thus
the participants have organisational commitment to a good extent and present
attitudes of positivity in relation to it. With regards to standard deviation, its values
are presented as normal, which support the agreement.
Table 4. 3: Organisational Commitment
Standard Relative
Statement Mean
11. I talk up this university to my friends as a great
institution to work for. 3.33 1.026 66.6
12. I do not feel any obligation to remain with my current
employer. 3.24 1.109 64.8
13. Even if it was to my advantage, I do not feel it would
be right to leave the university now. 3.44 1.152 68.8
14. I feel very little loyalty to this university. 3.28 1.251 65.6
15. I would accept almost any type of job/assignment in
order to keep working for this university. 3.45 .978 69
16. It would take very little change in my present
circumstances to lead me to leave this university. 2.79 1.085 55.8
17. For me, this is the best of all possible universities to
work for. 3.13 1.146 62.6
18. One of the few negative consequences of leaving this
university would be the scarcity of available 3.12 1.167 62.4
alternatives.
19. I am willing to put in a great deal of effort beyond
that which is normally expected in order to help this 4.17 .833 83.4
university to be successful.
20. This university really inspires the very best in me in
terms of job performance. 3.13 1.083 62.6
21. Too much of my life would be disrupted if I decided
that I wanted to leave the university now. 3.14 1.311 62.8
22. In comparison with other institutions, this is the best 64.2
university I have ever worked for 3.21 1.035
Most of the respondents feel that their university is a great institution to work for,
although no obligation is felt by them to remain with their current employer.
However, most of the faculty members do not feel that it would be right to leave the
university at the present time, even if it was to their advantage. Moreover, most of the
respondents feel very little loyalty to their university, although in order to continue
with their employment, they often accept any form of job/assignment, and most of
them explained that in order to decide to leave the university would actually result in
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minimal changes to their present circumstances. Invariably, the respondents showed
organisational commitment to their university, as for the development of this
university to become more successful, they were prepared to instill a great deal of
effort beyond that which is normally expected. Most of them stated that their
university inspired the very best in them in terms of job performance, and they also
felt that there was a scarcity of available alternatives from their university to work for.
Furthermore, most of the respondents explained that by leaving the university at
present would result in a greater disruption in their life, and that their university is the
best university they have ever worked for in comparison with other institutions.
Figure 4. 6: Organizational commitment
From the above Radar Chart Figure (4.6), each statement is noted in detail, as
regarding the statement 11 “I talk up this university to my friends as a great
institution to work for”, it is shown through good agreement with a (3.33) mean
value. Whereas, the answers from the respondents in regards to the statement 12,
which comprised: “I do not feel any obligation to remain with my current
employer”, and this reflects a good agreement with the mean value of (3.24). In
addition, regarding the statement 13 that includes: “Even if it was to my advantage, I
do not feel it would be right to leave the university now”, received good agreement
with a high mean value (3.44). Also, it could be noticed that the participants respond
to the statement which represents the extent of their loyalty to the university and
reflects good agreement with the mean value (3.24). Additionally, the statement 15
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that reflects respondents’ I would accept almost any type of job/assignment in order
to keep working for this university’ gets good agreement with a mean value (3.45).
In addition, the statement 16, which states: “It would take very little change in my
present circumstances to lead me to leave this university”, receives good agreement
with (2.79) as the mean value. The mean of respondents’ opinions regarding their
universities to work for reflect a good agreement with a mean value (3.13).
In addition, regarding the statement 18 “One of the few negative consequences of

leaving this university would be the scarcity of available alternatives”, good
agreement with (3.12) as the mean value was received. Whereas, the answers by the
respondents about the statement 19, “I am willing to put in a great deal of effort
beyond that which is normally expected in order to help this university to be
successful”, reflects strong agreement with a high mean value (4.17). In addition,
regarding the statement 20, “This University really inspires the very best in me in
terms of job performance”, there was good agreement obtained with the mean value
(3.13). On the other hand, in statement 21 participants feel that too much of their life
would be disrupted if they decided to leave the university with the mean value (3.14),
which reflects good agreement of the sample. Additionally, the statement 22 “In
comparison with other institutions, this is the best university I have ever worked for”,
get good agreement with (3.24) mean value.
These results that are signified above are in disagreement with the study by Jehanzeb
et al. (2013), as a negative relationship between organisational commitment and
turnover intention was stated through the strongly supported hypothesis in that
specific research. Thus, one of the most influential determinants of turnover intention
is actually represented by organisational commitment. Moreover, the results from the
current study are consistent with the investigation by Alexandrov et al. (2007), as the
organisational commitment and turnover intention correlation was confirmed again.
4.3.3 Interpersonal Relationship
This third dimension represents interpersonal relationships between the faculty

members and their effects on their turnover intention. The agreement from the
participants in relation to the statements that govern information is presented in Table
(4.4) below.
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Table 4. 4: Interpersonal relationship
Standard Relative
Statement Mean
23. I have a good working relationship with my
colleagues. 4.28 0.76 85.6
24. There is a clear channel of communication at my
workplace. 3.25 1.12 65
25. Upper management does involve the staff in decision-
making processes. 2.52 1.03 50.4
26. I enjoy working with my co-workers. 3.93 0.86 78.6
27. Colleagues usually support me at work. 3.63 0.93 72.6
Through the above table, it appears that the general mean value is (3.52) with 70.4
indicating relative importance, which indicated an agreement level that is better than
sufficient regarding interpersonal relationships. The highest mean (4.28) was for
statement 23: “I have a good working relationship with my colleagues”, as this
indicates that there is high agreement from the participants with this statement. In
contrast, participants demonstrated good agreement with statement 25: "Upper
management does involve the staff in decision-making processes", as it had the lowest
level mean of (2.52). Generally, it is possible to deduce that there was a positive
attitude towards the questions, which means that the respondents have good
interpersonal relationships in Saudi universities and have positive attitudes regarding
this subject. Also, the value is represented as normal and the agreement is supported
with regards to standard deviation values.
It is presented from the table that most of the respondents have a good working
relationship with their colleagues, and that they enjoy working with their co-workers,
where their colleagues usually support them at work. In addition, the respondents
indicated that there is a clear channel of communication at their workplace.
Meanwhile, the respondents suggested that their upper management does not involve
the members of staff in the decision-making processes.
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Figure 4. 7: Interpersonal relationship
As indicated from the above Radar Chart Figure (4.7), which is in detail for each
statement, the statement 23, "I have a good working relationship with my colleagues",
presents a strong agreement with a high mean value (4.28). Where, the answers of the
respondents about the statement 24, which comprise, "There is a clear channel of
communication at my workplace", a good agreement is reflected with the mean value
(3.25). In addition, regarding the statement 25 that includes, "Upper management
does involve the staff in the decision-making processes", a good agreement it obtained
with the mean value (2.52),this statement has the lowest mean in the whole
questionnaire. Also, it could be noticed that the participants respond to the statement
26 which represents their integration with their college and co-workers with the mean
value (3.93), which reflects a strong agreement. Furthermore, the statement 27, which
states: "Colleagues usually support me at work", receives good agreement with the
(3.63) mean value.
The researcher justified such results through stating that any lack of interpersonal
communication at work increased incidence of research rejection, little opportunity
for research, untested teaching strategies, lower salaries, and disputes over
educational standards, which lead to actual and intentional turnover among those
researched faculty members.
Such results are consistent with Lee et al. (2012), who used the linear structure model
to scrutinise the reasons that motivate hotel employees in Taiwan to plan to leave their
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jobs. Their findings showed that there are positive relationships between work
environments, payment, and personal relationships, with turnover intention. Thus, the
more harmonious the interpersonal relationships between hotel members of staff, the
more positive their job satisfaction levels, which, in turn, will positively affect the rate
of employee turnover.
4.3.4 Working Environment
This fourth dimension represents the working environment at Saudi universities and
its effects on the turnover intention of the faculty members. Table (4.5) presents the
participants agreement regarding the working environment at Saudi universities.
Table 4. 5 Working environment

Standard Relative
Statement Mean
Deviation importance
28. I like doing the things that I do at work. 3.95 0.73 79
29. At work, I have the necessary equipment and
tools to facilitate doing my job. 3.23 1.17 64.6
30. I can handle tasks at work with my own

judgment. 3.30 0.96 66
31. I receive constructive feedback in a way that

emphasizes positives, rather than negatives. 3.31 1.02 66.2
32. I have the chance, in my job, to get to know

other people. 3.72 0.88 74.4
Average Mean and Standard Deviation 3.50 0.95 70
From the above table (4.5) it appears that the mean of participants’ answers ranged
from (3.23) to (3.95), with a (0.95) standard deviation value and 70 for relative
importance. The highest mean was for statement 28: “I like doing the things that I do
at work”, which indicates a strong agreement from the participants for that statement.
Whereas, statement 29: “At work, I have the necessary equipment and tools to
facilitate doing my job”, indicated the lowest mean value of (3.23), and demonstrates
the participants’ good level of agreement relating to this statement. It can be observed
on the whole, through the average mean value of (3.5), that a good working
environment is shown by the sample, as a positive attitude is generally created within
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the Saudi universities. Indeed, the values are set as normal and reflect a merging of
responses from the sample in regards to standard deviations.
From the table (4.5), it can be noted that the working environment at the selected
universities is comfortable to an extent, as the average mean regarding it stands at
(3.5), which indicates a good level of agreement. Indeed, most of the respondents like
the things they do at work, as they the necessary equipment and tools are provided at
work for them to undertake their job, as well as being able to use their own judgment
as they handle tasks at work. It can be noted that the feedback that the faculty
members at Saudi Arabian universities receive is highly constructive and is
increasingly more positive than negative. Moreover, these faculty members have the
chance to get to know other people in their job, which indicates that the working
environment in Saudi Arabian universities is good and comfortable to some extent.
Figure 4. 8: Working environment
Each statement is shown from the above Radar Chart Figure (4.8) in detail. Regarding
the statement 28, which states, “I like doing the things that I do at work”, it received
strong agreement with a high mean value of (3.95). Whereas, the answers from the
respondents in regards to the statement 29 “At work, I have the necessary equipment
and tools to facilitate doing my job”, is reflected by good agreement with the mean
value (3.23). In addition, regarding the statement 30, “I can handle tasks at work with
my own judgment”, a good agreement is given with the mean value (3.30). Also, it can
be noted that the participants respond to the statement 31, which focuses on
constructive feedback. In ways that emphasise positives, rather than negatives with
[145]
the mean value at (3.31), which reflects good agreement. Furthermore, the statement
32, which states, “I have the chance, in my job, to get to know other people”, receives
a strong agreement with (3.72) as a high mean value.
The researcher justified such results with following reasons:

- Inadequate necessary equipment and tools in the institution, which must be
available in order to facilitate the performance of their job and tasks.
- The employee receives constructive feedback in a way that emphasis’s

positives, rather than negatives.
Such results are consistent with Forrier and Sels (2003), who studied the relationship
between temporary/permanent employment, and employability within Belgian
institutional working environments. It was argued that both organisations and
temporary employees might be confronted with difficulties that are attributed to the
development of employability as a trend through training courses. The findings of the
study indicated that, the determinants that drive turnover intention, and then actual
moment of leaving, are divided into sections with organisational determinants, such as
the working environment of the company, co-worker relationships, and salary. One of
these, or more, is addressed in each study included within the section, according to the
variables of the previous studies, which were adopted to measure their influence on
turnover and turnover intention.
4.3.5 Payment Justice
This fifth dimension represents the perception of fairness for payment at Saudi
Arabian universities and its effects on the turnover intention of the faculty members.
Table (4.6) presents the participant’s agreement regarding payment justice at Saudi
Arabian universities.
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Table 4. 6: Payment justice
Relative
Statement Mean SD
importance
33. I feel that my work schedule is fair.
3.32 1.04 66.4
34. I think my level of pay is fair.
2.65 1.16 53
35. I consider my workload to be fair.
2.70 1.09 54
36. Overall, the rewards I receive here are
quite fair. 2.59 1.14 51.8
37. I am very satisfied with my salary.
2.62 1.18 52.4
38. I receive an additional bonus if I do
additional work. 2.57 1.19 51.4
From the above table, it appears that the mean of participant’s answers ranged from
(2.57) to (3.32) with a (1.13) standard deviation value and 54.8 measure of relative
importance. The highest mean was for statement 33: "I feel that my work schedule is
fair", which means that the participants demonstrate a level of agreement that is
deemed to be good in relation to the statement. On the contrary, statement 38: “I
receive an additional bonus if I do additional work”, received the lowest mean value
(2.57), which means that the participants show a slightly good level of agreement
regarding this statement. According to the average mean value (2.74), it is observed
that the sample has a slightly positive attitude to perception of fairness for payment
at the Saudi universities, to some extent. Regarding standard deviations, its values are
normal and reflect convergence on the response of the sample.
The above table (4.6) shows that the respondents feel that their work schedule is fair.
However, most of them think that their level of pay is not fair in addition to their
workload. Moreover, they do not perceive that the rewards they receive are
sufficiently fair at their university, and they are not satisfied with their salary.
Furthermore, the respondents explained that they do not receive an additional bonus if
they do additional work. These results indicate that most of the faculty members at
Saudi universities do not feel positive in regards to payment justice, and that the
perception of fairness for payment at Saudi universities requires more concern from
the decision makers.
[147]
Figure 4. 9: Payment Justice
From the above Radar Chart Figure (4.9), each statement is described in detail, and
regarding the statement 33, which states, “I feel that my work schedule is fair”, good
agreement is shown with a mean value (3.32). Whereas, the answers from the
respondents regarding the statement 34 “I think my level of pay is fair”, good
agreement is reflected with a mean value of (2.65). In addition, regarding the
statement 35, which states, “I consider my workload to be fair”, good agreement is
shown with a mean value of (2.70). Additionally, it can be noted that the participants
responded to the statement 36, which involved the rewards and wages with a mean
value (2.59), which reflects good agreement. Furthermore, the statement 37, which
states, "I am very satisfied with my salary", receives good agreement with (2.62) as
the mean value. Similarly, the statement 38 that reflects the participants’ response
towards the additional bonus that they receive due to their additional work received
good agreement with a mean value (2.57).
The researcher justified such results because of the absence of fairness in the
distribution of resources between employees. These results also refer to the perceived
fairness of the amounts of compensation that employees receive. Also, it refers to the
evaluations received that are relative to the work performed. On the other hand, such
results refer to the weakness in the implementation or the absence of the main three
allocation rules, where such rules lead payment justice if they are applied
appropriately. Indeed, these three rules are represented with: equality (to each as the
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same), equity (to each in accordance with contributions), and need (to each in
accordance with the most urgency).
The results that are shown above function consistently with the study by Alexandrov
et al. (2007), as they confirm that more adequate responses in terms of positive
behaviour and productivity regarding that organisation are obtained, as well as stating
that the organisation’s procedures, policies, interactions and distribution systems are
fair. Moreover, improved outcomes from employees assist in improving the overall
job satisfaction and commitment from organisations, as the study’s results ensure that
organisational justice is enhanced, which subsequently results in decreased turnover
intensions from employees, as distributive and procedural justice is advanced.
4.3.6 Turnover Intention
This sixth dimension represents the turnover intention of the faculty members at Saudi
Arabian universities. Table (4.7) presents the participants’ agreement regarding
turnover intention at Saudi universities.
Table 4. 7: Turnover intention
Standard Relative
Statement Mean
39. I often think about quitting my present job.
3.32 1.04 66.4
40. I will probably look for a new job in the next
year. 2.65 1.16 53
41. As soon as possible, I will leave the institution.

2.70 1.09 54
42. I would be very happy to spend the rest of my
career with this institution. 2.59 1.14 51.8
43. I do not plan to leave the institution soon.

2.62 1.18 52.4
Average Mean and Standard Devotion 2.78 1.12 55.6
From the above table, it appears that the mean values of participant’s answers ranged
from (2.59) to (3.32) with a (1.12) standard deviation value and 55.6 relative
importance. The highest mean was for statement 39: "I often think about quitting my
present job ", which means that the participants show a good level of agreement
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regarding this statement. Meanwhile, the lowest mean was for statement 42 "I would
be very happy to spend the rest of my career with this institution", which means that
the participants show a slightly good level of agreement regarding this statement.
According to the average mean value (2.78), it can be observed that the sample have a
slight turnover intention at the Saudi universities, as well as the sample presenting a
positive attitude to some extent regarding it. In relation to standard deviation, there
are normal values presented which are reflect convergence on the sample’s response.
The results show that the respondents often think about quitting their present job.
However, they indicated that looking for a new job is not probable in the next year,
and that they will not leave the institution in the near future. Added to that, they
would be very happy to spend the rest of their career with their institution and they do
not plan to leave their institution.
Figure 4. 10: Turnover intention
From the above Radar chart figure (4.10) each statement is described in detail
regarding the statement 39, which States, “I often think about quitting my present job"
get good agreement with mean value (3.32). Whereas, the answers of the respondents
about the statement 40 “I will probably look for a new job in the next year." reflect
good agreement with mean (2.65). In addition, regarding the statement 41 that include
“As soon as possible, I will leave the institution" get good agreement with mean value
(2.70). Furthermore, the statement 42, which states, “I would be very happy to spend
the rest of my career with this institution”, gets good agreement with (2.59) mean
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value. Finally regarding the statement 43, which States, “I do not plan to leave the
institution soon" get good agreement with mean value (2.62).
The researcher justified such result by the following reasons:

- Employees did not get fair wages on the amount of work they perform, and
they did not feel satisfied regard salary increase, rewards, motivation
(statement number 39).
- Organizations provide many types of commitment to implement presence
of management, supportive HR policies, and organizational environment and
culture (statement number 42, 43).
- Inadequate necessary equipment and tools in the institution, which must be
available to facilitate the performance of their job and tasks. Also, positive
constructive feedback is utilised in order for the employees to not receive a
negative outlook (statement number 40).
- The absence of fairness of resources and distribution between employees, as
well as the absence of the main three allocation rules, where such rules lead
payment justice if they are applied appropriately, as these three rules are
represented through: all being the same in equality; accordance through
contributions in equity; and the requirement that functions with the most
urgency. Indeed, where all of these cause employee turnover intention, others
actually support it (statement number 41).
Such results are consistent with the study by Nyamubarwa (2013), which affirmed
that poor performance from employees is a direct result from incompetency in
leadership that subsequently creates increased stress levels, reduced commitment,
reduced job satisfaction, as well as high turnover intentions. Moreover, Nyambubarwa
(2013) demonstrated that employee motivation and retention is actively affected by
organisational leadership, specifically when positive feedback together with
recognition is regularly directed to the employees. Hence, a positive influence can be
created upon the employees’ intentions to leave, or stay at, an organisation from the
nature of leadership.
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4.3.7 Relative importance for all dimensions
The table below (4.8) shows the relative importance for each dimension:
Table 4. 8: Relative Importance for the Determinants of Turnover
Relative
Dimension Mean STD
importance
Job satisfaction 3.34 1.09 66.8
Organisational commitment 3.29 1.09 65.8
Interpersonal relationship 3.52 0.94 70.4
Working environment 3.50 0.95 70
Payment justice 2.74 1.13 54.8
Turnover intention 2.78 1.12 55.6
Table 4.8 exhibits the summary of the analysis of relative importance for the
determinants of turnover intention among faculty members in KSA universities. The
relative importance in Table 4.8 identifies that the interpersonal relationship to be the
most important group of variables of turnover, followed by the working environment,
job satisfaction, organisational commitment, turnover intention and the payment
justice respectively. Thus, the working environment is more important than the job
satisfaction, although the satisfaction within employment is shown to be more valid
than general organisational commitment. Furthermore, the organisational commitment
is more important than turnover intention, while the least important variable is the
payment justice.
From the above table (4.8), each dimension is highlighted in detail, with the summary
of the analysis of mean and standard deviation for the determinants of turnover
intention among faculty members in KSA universities. The mean value in Table 4.8
reflects good agreement from the research sample in regard to the interpersonal
relationship with a value (3.52), which identifies the interpersonal relationship as the
most important group of variables of turnover intention. This is followed by the
working environment with a mean value (3.50), which also reflects good agreement
and identifies working environment as the second important group of variables of
turnover intention. Furthermore, job satisfaction is ranked after working environment
with a mean value (3.34), which reflects good agreement to identify it as a significant
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variable of turnover intention. Also, organisational commitment denotes a mean value
(3.29), which reflects good agreement and is identified as one of turnover
determinants. Turnover intention and payment justice show the mean (2.78) and
(2.74) respectively, which both reflect good agreement.
Arguably the interpersonal relationship is the most important dimension of the

turnover intention determinants among faculty members in KSA universities, where
such results, as mentioned above, refer to many reasons, such as: any lack of
interpersonal communication at work, increased incidence of research rejection, little
opportunity for research, untested teaching strategies, lower salaries, and disputes
over educational standards which lead to actual and intentional turnover among those
faculty members studied. Similarly, the results are consistent with the study by
Conklin and Desselle (2007), which examined the factors that lead faculty members
in the pharmacy department at Duquesne University, Pittsburgh to intend to leave or
stay at their most recent academic institutions. The study also sought to determine the
role of organisational and individual characteristics in explaining turnover intent
among the individuals studied. The researchers posited that the success and prosperity
of academic staff depends heavily on interdisciplinary consensus, which is the level of
agreement upon teaching and academic research, and organisational policies and
procedures. It was also found that faculty members with good levels of discipline are
able to combat additional negative effects on their productivity (e.g. an excessive
work load). Nevertheless, in general, a lack of interpersonal communication at work,
an increased the incidence of research rejection, little opportunity for research,
untested teaching strategies, lower salaries, and disputes over educational standards
are considered as leading to actual and intentional turnover among those faculty
members studied.
4.4 Testing Hypotheses
4.4.1 First Hypothesis
First Hypothesis (H1): There is a significant impact of faculty members'

demographic variables on turnover intention at the Saudi Arabian Universities.
This hypothesis has been divided into four sub-hypotheses:
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H1.A: There is a significant impact of a faculty member's age on turnover
A simple regression test was implemented in order to test this specific hypothesis, and
Table (4.9) demonstrates the obtained results from the correlation between the
independent variable (faculty member's age) and the dependent variable (turnover
intention). The R-value (0.080a) relates to the connection between the independent
variable (faculty member's age) and the dependent variable (turnover intention).
Moreover, the value of sigma (0.129) has an increased level from that declared
significant (α=0.05), which highlights that no significant effect is present into a
faculty member’s age, and thus this hypothesis is rejected.
Table 4. 9: Correlation between faculty member's age and turnover intention
Model R R Square Adjusted R Std. Error of Sigma Beta

Square the Estimate
1 .080a .006 .004 .45616 0.129 0.08
H1.B: There is a significant impact of a faculty member's education on turnover

A simple regression test was utilised in order to test this hypothesis, and the obtained
results are shown in Table (4.10) below, which demonstrate the correlation between
the independent variable (faculty member's eduaction) and the dependent variable
(turnover intention). The R-value (0.052a) refers to the correlation between the
independent variable (faculty member's education) and the dependent variable
(turnover intention). The value of sigma (0.329) is greater than the level of
significance (α=0.05), which shows that no significant effect exists of a faculty
member’s education on turnover intention at the Saudi Arabian Universities. Thus,
this hypothesis is also rejected.
Table 4. 10: Correlation between faculty member's education and turnover intention

Square the Estimate
1 .052a .003 .000 .45702 0.329 0.978
H1.C: There is a significant impact of a faculty member's gender on turnover

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A simple regression test was incorporated in order to test this hypothesis; and the
obtained results are shown in Table (4.11) above, which highlight the correlation
between the independent variable (faculty members' gender) and the dependent
variable (turnover intention). The R-value (0.165a) relates to the connection that exists
between the independent variable (faculty members' gender) and the dependent
variable (turnover intention). The R-square value indicates a 2.7% alteration or
difference in a faculty member’s turnover intention, as expressed by the working
environment, as the other remaining 97.3% is expressed by other factors. This
correlation is considered to show a weak relationship between the two variables.
Table 4. 11: Correlation between faculty member’s gender and turnover intention
Model R R Square Adjusted R Std. Error Sigma Beta

Square of the
Estimate
a
1 .165 .027 .024 .45137 0.002 -0.165
According to Table (4.11), the value of sigma (0.002) is lower than the significant
level (α=0.05), which indicates that there is a significant effect of the faculty
member’s gender on turnover intention at the Saudi Arabian Universities. Thus, this
hypothesis is accepted.
H1.D: There is a significant impact of a faculty member position on turnover
A simple regression test was utilised to test this hypothesis, and the results that were
obtained, as shown in Table (4.12) above, demonstrate the connection between the
independent variable, i.e. the position of the faculty members, and the dependent
variable, which is the overall turnover intention. Also, the R-value (0.166a) relates
specifically to this relationship between the same independent variable and the
dependent variable. Indeed, the alteration or difference in a faculty member’s turnover
intention is indicated as 2.7% by the R-square value, as expressed by the working
environment, while the other remaining 97.3% is expressed by other factors. This
correlation is considered to show a weak relationship between the two variables.
Table 4. 12: Correlation between faculty member’s position and turnover intention
Model R R Square Adjusted R Std. Error Sigma Beta

Square of the
Estimate
1 0.166a 0.027 0.025 0.45131 0.002 0.166
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According to Table (4.12), the value of sigma (0.002) is lower than the significant
level (α=0.05), which indicates that there is a significant effect of the faculty
member’s position on turnover intention at the Saudi Arabian Universities. Thus, this
hypothesis is accepted. In fact, this creates a positive effect in accordance with the
beta value, which creates improvement and increases a faculty member’s position to
increase the turnover intention.
4.4.2 Second Hypothesis
H2: There is a significant impact of organisational variables on faculty member

This hypothesis has been divided into three sub-hypotheses as follow:

H2.A: There is a significant impact of interpersonal relationships on faculty
A simple regression test was implemented in order to test this hypothesis, and the
results that were obtained are shown in Table (4.13) above, which demonstrates the
correlation between the independent variable (interpersonal relationships) and the
dependent variable (faculty members' turnover intention). The R-value (0.093a) relates
to the linked connection between the independent variable, i.e. interpersonal
relationships, and the dependent variable (faculty members' turnover intention). The
value of sigma (0.079) is at a greater level than that deemed significant (α=0.05), thus
it is demonstrated that no significant effect is evident into the relevance of
interpersonal relationships on faculty members’ turnover intention at the Saudi
Arabian Universities. Thus, this hypothesis is rejected.
Table 4. 13: Correlation between interpersonal relationships and faculty members’

turnover intention

Square the Estimate
1 .093a .009 .006 .45565 0.079 -0.093
H2.B: There is a significant impact of the working environment on faculty

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A simple regression test was used; table (4.14) shows the obtained results of the
correlation between the independent variable (working environment) and the
dependent variable (faculty members' turnover intention). The R-value (0.135a) refers
to the correlation between the independent variable (working environment) and the
dependent variable (faculty members' turnover intention). The R-square value
indicates a 1.8% change or variance in the faculty member’s turnover intention as
expressed by working environment, and the other remaining 98.2% is expressed by
other factors. Overall, this correlation is considered to show a weak relationship
between the two variables.
Table 4. 14: Correlation between working environment and faculty members’ turnover
intention

Square the Estimate
1 .135a .018 .016 .45342 0.01 -0.135
According to Table (4.14), the value of sigma (0.01) is lower than the significant level
(α=0.05), which indicates that there is a significant effect of the working environment
on faculty members’ turnover intention at the Saudi Arabian Universities. Thus, this
hypothesis is accepted. According to the beta value, the type of this effect is negative,
which means that any improvement of the conditions of the working environment
reduces the faculty member’s turnover intention.
H2.C: There is a significant impact of payment justice on faculty members'

A simple regression test was utilised in the study in order to test this hypothesis, as
the results that were obtained show in Table (4.15) above, which relate to the
correlation that exists between payment of justice, which is the independent variable,
and the turnover intention of different faculty members, which is the dependent
variable. Also, the R-value (0.241a) relates to this specific correlation between both
the same independent variable and the dependent variable. The R-square value
indicates a 5.8% change or variance in the faculty member’s turnover intention as
expressed by payment justice and the other remaining 94.2% is expressed by other
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factors. This correlation is considered to show a weak relationship between the two
variables.
Table 4. 15: Correlation between payment justice and faculty members’ turnover intention

Square the Estimate
1 .241a .058 .055 .44413 0.000 -0.241
According to table (4.15), the value of sigma (0.00) is lower than the significant level
(α=0.05), which indicates that there is a significant effect of the payment justice on
faculty members’ turnover intention at the Saudi Arabian Universities. Thus, this
which means that any improvement on the payment justice variable reduces the
faculty member’s turnover intention.
4.4.3 Third Hypothesis
H3: There is a significant impact of individual variables on faculty members'

This hypothesis divided into two sub-hypotheses:

H3.A: There is a significant impact of organisational commitment on faculty
A simple regression test was deemed necessary in order to test this hypothesis, and
the obtained results are shown in Table (4.16) above, which highlight the correlation
between the independent variable (organisational commitment) and the dependent
variable (faculty members' turnover intention). The R-value (0.007a) refers to the
correlation between the independent variable (organisational commitment) and the
dependent variable (faculty members' turnover intention). The value of sigma (0.887)
is higher than the significant level (α=0.05), which indicates that there is no
significant effect of organisational commitment on faculty members’ turnover
intention at the Saudi Arabian Universities. Thus, this hypothesis is rejected.
Table 4. 16: Correlation between organisational commitment and faculty members’ turnover intention
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Square the Estimate
1 .007a .000 -.003 .45761 0.887 -0.007
H3.B: There is a significant impact of job satisfaction on faculty members’

A simple regression test was implemented to test this hypothesis, and the obtained
results are shown in Table (4.17) above, which highlight the connection that exists
between job satisfaction as the independent variable and the turnover intention from
faculty members, which is the dependent variable). The R-value (0.276a) relates to
this specific correlation that is shown between both the same independent variable and
the dependent variable. The R-square value indicates a 7.6% change or variance in the
faculty member’s turnover intention, as expressed by job satisfaction, while the other
remaining 92.4% is expressed by other factors. Overall, this correlation is considered
to be a weak relationship between the two variables.
Table 4. 17: Correlation between job satisfaction and faculty members’ turnover intention

Square the Estimate
1 0.276a 0.076 0.073 0.43989 0.000 -0.276
According to Table (4.17), the value of sigma (0.00) is lower than the significant level
(α=0.05), which indicates that there is a significant effect of job satisfaction on faculty
members’ turnover intention at the Saudi Arabian Universities. Thus, in the end this
which means that any improvement and increasing of the job satisfaction variable
reduces the faculty member’s turnover intention.
Table (4.18) shows a summary of the results of the hypotheses, and in accordance
with the table as mentioned above, the results of the current study can be summarised
as follows:
1- Most of the faculty members at Saudi universities do not have turnover

intention.
[159]
2- The demographic variables that affect a faculty member’s turnover intention
are the gender and position variables.
3- The organisational factors that affect a faculty member’s turnover intention are
the working environment and payment justice.
4- The personal factor that affects a faculty member’s turnover intention is their
job satisfaction only.
Table 4. 18: Summary of the Hypothesis Results

Hypothesis R R. Square Sigma Accepted/Rejected
1. H1.A: There is a significant impact of a faculty
member's age on turnover intention at the Saudi Arabian 0.080 0.006 0.129 Rejected
Universities.
2. H1.B: There is a significant impact of a faculty
member's education on turnover intention at the Saudi 0.052 0.003 0.329 Rejected
Arabian Universities.
3. H1.C: There is a significant impact of a faculty
member's gender on turnover intention at the Saudi 0.165 0.027 0.002 Accepted
4. H1.D: There is a significant impact of a faculty
member's position on turnover intention at the Saudi 0.166 0.027 0.002 Accepted
5. H2.A: There is a significant impact of interpersonal
relationships on faculty members' turnover intention at 0.093 0.009 0.079 Rejected
6. H2.B: There is a significant impact of the working
environment on faculty members' turnover intention at
0.135 0.018 0.01 Accepted
7. H2.C: There is a significant impact of payment justice

on faculty members' turnover intention at the Saudi
0.241 0.058 0.00 Accepted
8. H3.A: There is a significant impact of organisational

commitment on faculty members' turnover intention at
0.007 0.00 0.887 Rejected
9. H3.B: There is a significant impact of job satisfaction

on faculty members’ turnover intention at the Saudi 0.276 0.076 0.00 Accepted
[160]
4.5 Discussion of Present Results in relation to Previous Research
The research results from the current study are required to be compared with what
was obtained from the previous studies that were covered in the Literature Review.
Consequently, it will be possible to ascertain the relevance and understanding from
the current research questions from the present study, while also confirming its
overall effects.
R.Q First: What is the status of turnover intention among faculty members at
Saudi Arabian universities?
According to the analysis of the current study's results, it is apparent that the general
mean of all statements of job satisfaction is (3.34) with 66.8% relative importance,
which reflects good agreement. Additionally, the figure of (1.09) is shown as the
standard deviation values, and this is a normal relevant value that denotes concurrence
with the samples responses. Thus, the main findings confirmed that most of the
faculty members at Saudi universities do not have an intention to leave their positions.
However, the results showed that the respondents often think about leaving their
current job. Also, they indicated that looking for a new job is not probable in the next
year, and that they will not leave the institution in the near future. Add to that, the
results show that most of the faculty members at Saudi universities do not feel that
they have been given a fair amount for their work, and that the benefits they received
are not as good as that which most other institutions offer.
In addition, the employees feel that the persons who do well on the job do not get a
fair chance in promotion. On the other hand, the respondents feel accomplished and
have achieved success in their job, feel satisfied with their job, feel that their job is
enjoyable, and feel satisfied with their chances of salary increases. What is more, it is
the employees’ belief that they have the chance to do different things from time to
time. According to Brewer et al. (2012), it was viewed that an employee's general
feelings and attitudes towards his/her job (job satisfaction), without reference to any
specific facet of that job, was considered as a turnover determinant. On the other
hand, Forrier and Sels (2003) confirm the correlation between temporary/permanent
employment and employability that has existed within Belgian institutional working
environments. It was argued that both organisations and temporary employees might
[161]
be confronted with difficulties attributed to the development of employability as a
trend through training courses.
Nevertheless, universities, through national responsibility, do not mind supporting

these entities that need a new approach to administrative and technical development,
as students and educational quality pay the price for this attrition. It caused a shortage
of faculty members and thus has been behind the large number of issues, ranging from
those affected departments to those becoming problems of university administration.
R.Q Second: What are the demographic variables that affect a faculty member’s
turnover intention?
The results showed that there are two demographic variables that affect the faculty
members’ turnover intention, which are through the gender and the position held,
while the age and education variables did not affect turnover intention. According to
Lee et al. (2006), some demographic attributes are predictors of employee turnover,
such as tenure (number of years within the same university), age, and number of
children, educational level, and gender. Nyamubarwa (2013) claimed that there are
multiple factors that influence turnover intention in organisations, where the
individual (employee specific) factors are considered to be one of them, which shape
turnover decisions. Some of these factors are age, tenure, gender, ethnic group, family
responsibilities, educational level, personality style, and other personal considerations.
In a similar study, Katri et al.’s (2001) results showed a negative correlation to exist
between turnover intention and three different specific demographic factors: age,
gender, and level of income. Moreover, when the probability of leaving or intending
to leave was greater, it was shown that the employee would have a higher educational
level. Additionally, managerial employees are less prone to leave than non-managerial
employees in relation to the job category and gender, while males are shown to also
stay within a role more often than females, who are more likely to leave. Nonetheless,
certain studies maintained that no connection exists between gender and turnover
intention, in the same way that the current research denoted. Comparatively, the study
by Pierce-Brown (1998) produced different results to show a significant connection
with turnover intention in relation to gender. In this context, Ang et al. (1994) and
Herbohn (2005) indicated that there is a gender-based wage differential in
[162]
organisations. Invariably, employers believe that females are more likely to have
discontinuous periods of employment than males.
Similar to the current study, the results by Heydarian and Abhar (2011) found that
turnover intent/ actual turnover are related negatively with respect to the age of an
employee, and the position filled within a company. Their findings concerning the
gender of employees showed contradictory results. The relationship between position
and personal/individual factors and their influence on the intent to leave or actual
leaving was examined by Heydarian and Abhar (2011), as well as Tian-Foreman
(2009). Their findings revealed that individuals who have a managerial rank have
lower rates of turnover intention than those who are in non-managerial ranks.
Furthermore, Shapira-Lischshinsky (2009) found that women’s rates of turnover
intentions and actual turnover are higher than in men.
On the other hand, some previous studies did not agree with the results of the current
study. For instance, the Ucho et al. (2012) conducted a study that was carried out in
the Nigerian marketplace, and found that there is no relationship between gender and
the causes of employee turnover. Moreover, Tian-Foreman (2009) addressed both
gender and tenure as personal factors that might have an effect on turnover intentions.
However, their findings revealed that gender does not affect turnover intention in any
way. Furthermore, the findings of Quan and Cha (2010) showed that younger
employees have higher turnover intention rates than older ones, and younger
employees experience less job stress than older ones.
In addition, Oskarsdottir (2015) has shown that certain demographic factors can be
significant predictors of turnover, such as age, tenure with the organisation, gender,
education and the job level. Also, it indicated that younger employees are more likely
to leave than their colleagues. Thus, employees with longer tenure are also less likely
to leave, which refer to the fact that employees with longer tenure often have more
invested in the organisation. Besides that, this study pointed out that turnover is
higher for middle level jobs than for both highly specialised as well as lower level
employees who tend to have a longer tenure.
Furthermore, the result of the current study included that employees who are in a
minority among their colleagues are more likely to leave their job, no matter if it is
their race, ethnicity, sex or age. Generally, when gender and marital status does not
[163]
relate to turnover from the opinion of these study results and discussions, married
employees seem to be more satisfied than their unmarried employees, and they gain
more support and feel less stress. When these study results highlight the significance
of the issue regarding having children at home it leads to higher turnover in general,
especially for women.
Arguably, the results from these studies have shown the employees that are most
likely to have turnover intentions are those that are without young and/or without
educational training. Additionally, the proportion of unskilled employees among
participants was 66% (where the study considered younger employees as those 29
years old or younger, so younger employee account for 42% of participants).
Finally the results of this study have shown that over half of respondents had thought
of leaving and those that are likely to look for other jobs are far along in their
withdrawal process. Additionally, the fact that 26% of respondents had thoughts of
leaving but are not likely to look for other jobs might indicate that they have already
started the withdrawal process and become withdrawn from their job. Indeed, most
participants that had thoughts of leaving were actually dissatisfied with their wages.
According to the study by Masemola (2011), it has been determined that the younger
employees are more likely to leave in comparison to older employees, as findings
highlighted a consistent correlation between age and turnover intention. Moreover, it
was denoted from the results that female employees has a frequently had a lower level
of education and qualification than their male counterparts. Invariantly, the female
participants who worked in administration held their highest level qualification as a
form of certificate or diploma, which in total was the majority of respondents.
In addition, minimal impact has been shown in relation to the correlation of gender to
turnover intentions through the findings of the research, even though a negative
correlation was exhibited to exist between the two individual variables, as men were
shown to produce a lower turnover intention than women. When the influence of
marital status is inconsistent in determining turnover, it is found that marital status has
little effect on turnover intentions. Hence, no significant difference in the correlation
between the two variables has been shown to exist from the results of the study, as
unmarried couples demonstrated lower intentions of staying than married respondents.
[164]
In a study with similar results to the current research, a significant association was
shown to exist between turnover intention and the different demographic variables,
which included: gender, age, marital status, dependent children, education level,
nursing tenure, tenure within an organisation and position, as well as monthly
payments (Almalki et al., 2012). In general, older nurses were shown to have a lower
level of turnover intention than younger nurses, as the younger nurses were reported
to be less satisfied within their work and duties. Invariantly, older nurses often
develop stronger personal links to their organisation of employment, which makes the
concept of leaving prior to retirement as expensive and unproductive.
Likewise, it was also found by Almalki et al. (2012) that female participants
presented a lower chance of intending to leave their current employment, although the
research is not fully conducive in relating the correlation between gender differences
and the satisfaction and turnover intention of the employees. The idea that the female
nurses are more satisfied in their work has been shown through various studies, which
show that they are more likely to remain in their current place of employment.
Moreover, certain studies have exhibited the knowledge that no correlation can be
found to exist between gender and the satisfaction felt by employees that could result
in their leaving intention. In total, female nurses were more satisfied with their
working existence than men, which meant that they were less intent on withdrawing
from their form of employment than what their male peers were. This can be
concluded from formulating one of two reasons: firstly, 32.7% (n = 166/508) was the
total of males nurse used in the study and approximately 99% of that toal (n = 164)
came from Saudi Arabia.
Invariably, Saudi Arabian males choose to work in close proximatey to their

communities, as they are generally responsible for their families, parents and
relatives, which mean that they have to work closely in order to fulfil these specific
responsibilities. Nevertheless, the male nurses within Saudi Arabia do not gain the
opportunity to work in their own areas of living space, which is directly in contrast to
the female nurses in the same country. Furthermore, the poor public image of nursing
in Saudi Arabia is another feasible reason for the differences in gender in regards to
turnover intention, as within Saudi Arabia males comprise 36.4% of the total staff.
[165]
R.Q Third: What are the organisational factors that affect a faculty member’s
turnover intention?
The current study investigated the organisational factors that affect the faculty
members’ turnover intention at Saudi Arabian universities in terms of interpersonal
relationships, working environment, and payment justice. The results showed that the
interpersonal relationships at the university did not have an effect on turnover
intention, while the working environment and payment justice did. From the results,
in terms of interpersonal relationships, most of the respondents have a good working
relationship with their colleagues, and they enjoy working with their co-workers, as
their colleagues usually support them at work. In addition, the respondents indicated
that there is a clear channel of communication at their workplace. Meanwhile, the
respondents suggested that their upper management does not involve the staff in the
decision-making processes.
In terms of the working environment, the results showed that the working
environment at the selected universities is somewhat comfortable, as it appears that
the mean of the participants’ answers ranged from (3.23) to (3.95), with (1.09)
standard deviation value and (70) relative importance, together with adding to that the
average mean (3.5), which indicates a good level of agreement. Most of the
respondents like the things they do at work, where they have the necessary equipment
and tools to facilitate doing their job, and they handle tasks at work with their own
judgment. It can be analysed that the faculty members at Saudi universities receive
constructive feedback in a way that emphasises positives rather than negatives. They
also have the chance to get to know other people in their job, which indicates that the
working environment in Saudi Arabian universities is good and comfortable to some
extent.
In terms of payment justice, the results revealed that the respondents feel justice in
terms of their work schedule. However, most of them believe that their level of pay is
not fair in relation to their workload. Moreover, they do not see that the rewards they
receive to be quite fair at their university, and that they are not satisfied with their
salary. Furthermore, the respondents explained that they do not receive an additional
bonus if they do additional work. These results indicate that most of the faculty
members at Saudi Arabian universities do not feel payment justice, and that the
[166]
payment justice issue at Saudi universities needs more attention from the decision
makers.
Predominantly, there are many previous studies, which investigated the same issue
and found similar results to the current study. For instance, according to Aladwan et
al. (2013), a high salary level influences organisational commitment positively, and
this will be reflected in a lower intention to leave. Moreover, payment and job
satisfaction have direct effects on turnover intention. In other words, the higher the
salary, the more positively affected staff performance will be. In addition, Paulsen
(2014) stated that once employees feel unmotivated or disengaged within a working
environment, once they do not have clear responsibilities or performance standards, or
once they feel that they are not directed as required, they would leave their schools for
places where their interests are given priority and attention.
Lee et al. (2012) used the linear structure model to scrutinise the reasons that motivate
hotel employees in Taiwan to plan to leave their jobs. Their findings showed that
there are positive relationships between work environments, payment, and personal
relationships and turnover intention.
The factors of teacher turnover that are employer-related, employee-related, alongside

external-related within private secondary schools in Uganda were examined by
Candle (2010). It was found that the main reason for teacher turnover was thought to
be low wages more than any other factor. Indeed, more experienced teachers who
were well trained were shown by the findings to be more inclined to withdraw from
their schools in order to seek better opportunities of employment. Moreover,
according to the study by Shapira-Lishchinsky (2012), it appeared that a teacher’s
working conditions have a pivotal role in the quality of teachers' attitudes regarding
their institutions, and it was also suggested that college can change their policies to
attract experienced staff members, reward them, and motivate them in order to reduce
teacher turnover.
On the other hand, some previous studies’ results did not agree with the current
study’s results. For example, Conklin and Desselle (2007) examined the factors that
lead faculty members in the pharmacy department at Duquesne University, Pittsburgh
in the USA, who intend to leave or stay at their most recent academic institutions. It
was found that a lack of interpersonal communication at work and lower salaries are
[167]
considered as leading to actual and intentional turnover among those faculty members
studied. According to Pamu (2010), the working environment is found to have a direct
effect on teacher turnover and the intention to leave. Furthermore, other than the job
environment, the age of the teacher has an influence on the intent to leave, as younger
faculty members with lower job satisfaction levels are increasingly more likely to
withdraw from current employment or intend to do so. Also, instructors who are less
satisfied with their jobs and do not like working at a particular school, and who have
continuously changed schools are more likely to intend to withdraw.
One study has shown that in the generation Y and X nurses, there were no evidential
correlation between the relation to how they perceived the working environment of
nursing staff and how their overall intention to withdraw from their position or even
profession completely would be affected (Chaitra and Murthy, 2015). Moreover, it
was shown through that particular study that possessing the opportunity of
responsibility and freedom that may offer development into their own activities means
creates encouragement relating to work environment identification and attachment,
which may minimise turnover intention. Additionally, the importance of intrinsic
motivation to reinforce affective commitment was demonstrated through the same
study, which helps in facilitating the understanding of how intrinsic motivation
correlates to employee turnover intentions. Therefore, employees develop a sense of
identification and attachment within the organisation where they work, as they have
become connected and motivated by their own work, which is subsequently related
negatively to turnover intention. Contrastingly, it has been concluded that pay and
variables related to pay only modestly affect turnover, as the analysis within the
research also included different studies that have analysed the evidential correlation
between the level of pay and the performance and turnover of a person (Chaitra and
Murthy, 2015). It was deduced that high performers subsequently withdraw from their
current employment when they feel that they are insufficiently rewarded, as individual
incentives are commonly replaced by collective reward programs, which may lead to
higher turnover among high performers.
Contrastingly, the significance of the working environment in the overall turnover

decision has been highlighted, as when employees perceive it to be a good working
environment they are increasingly less likely to have an intention to leave their job
(Markey et al., 2012). It was concluded in that study that most employees with the
[168]
idea of possibly withdrawing from their job perceived their jobs to not function in a
good working environment, while a workplace that maintained a good quality
produced low levels of stress for the employees, as well as feelings of appreciation
from the management and a distinct lack of threat. Also, the research confirmed that
an employee is more likely to want to leave if they do not receive enough important
information in time, which can cause stress and experience in a reduction in the level
of job satisfaction. As a consequence, all of these circumstances result in negative
effects upon the working environment, which leads employees to think about leaving
their job. Hence, through increasing the level of job satisfaction, an employee may
start to gain pleasure in the working environment, which will enable a business to
create an atmosphere where the employee does not think about leaving their job. This
can be achieved through various techniques, such as: continuous provision of
information to the employee in relation to vital decisions, alterations and relevant
plans for the future, as well as making sure that an employee does not become
increasingly stressed by issues of work.
Another crucial aspect which is viewed through the result of the study by Markey et
al. (2012) is represented with: organisations that wish to reserve their workforce
efficiency should concentrate initially on achieving a good quality work environment,
which eliminates high stress levels and with perceptions of appreciation by
management and a lack of threats at work. These former procedures are basic to
reduce later turnover intentions and should be implemented before expending effort
(time and money) on formulating, plans, strategies, solutions, and factors that
contribute to job satisfaction and increasing the provision of information to employees
of important decision making processes. Therefore, all of such results confirm the
high importance of the work environment as the main determinants of turnover
intention. Such results concluded with the research by Qureshi et al. (2013), which
examined working environment relationships with turnover intention that concluded
that overall organisational working environment is one specific high employment
turnover factor that includes workplace communication, the political environment, the
behaviour of a manager, and the effect from colleagues.
Overall, the principle notes that can be denoted from this study stem from three
specific points. Firstly, a major reason for employee high turnover intention is found
through inadequate working conditions. Secondly, a significant influence on the
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leaving intention of an employee comes from the quality of supervision. Thirdly,
increased stress levels and turnover intention will be caused through minimal
supervision and reduced support from managers who are conducting the task in
question.
In addition, Malik et al. (2011) stated in their research showed the importance of
turnover intension reduction for employees, which exhibits how human resource
departments in almost every country have serious organisational challenges. Hence,
employees are involved in fair motivational activities through the department for
human resource management. Statistical tests produced the study’s findings that
helped determine the turnover intension, together with both positive and negative
determinants of employees. Invariantly, reduced job satisfaction, minimal levels of
communication between employees and management, alongside a failure in training
were shown from the results as strong indicators and important factors, which may
result in turnover intension for employees. However, less significant factors in the
overall turnover intension comes from managerial attitudes and the workplace
environment. Therefore, significant measures to increase the satisfaction of
employees, the development of the level of communication between employees and
management, as well as continuous training for those involved should be implemented
by those managers in the Human Resource Department.
In the current study, the mean value of the perceived flexible work environment came
out at 3.5, which demonstrates that employees are satisfied with the flexible work
environment. In regards to the turnover intension of employees, the variation among
responses came to 0.60, and this variables reliability came to 74 %. Together, the
correlation between a flexible work environment and the overall turnover intension of
employees stood at .028, which is marked as basically insignificant.
From another point of view, based on the results from the study by Jadayil (2011),
the main conclusions point to the significance of payment justice in turnover
intention, which is consistent with the current research results. Overall, the results are
able to be summarised in the points below:
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- In regards to factories that are located within big cities, the salary and the
working conditions/environment are presented as the main reasons for
possible employee turnover.
- In regards to factories that are located in farm regions and away from big
cities, in locations where individuals live predominantly on cultivation, salary
and working conditions/environment are again the main reasons for turnover,
although with greatly decreased severity.
- In regards to factories that are situated in villages, where the communities’
livelihood relies of livestock (sheep), salary becomes the only clear reason for
employee turnover, although with much less acceleration than in the city.
- Individuals who live within big cities suffer more as a consequence of having
low paid salaries in comparison to people who live in agricultural regions or
those from villages who generally remain poor.
- Employee turnover from factories that are situated in industrial cities is
generally directed through salary, although the reason for possible employee
turnover in relation to factories which are situated outside these cities stems
from the emotional and psychological state of the employees, as well as their
relationships with the surrounding environment, conditions of the workplace,
and the services provided by the employer to the employees.
- An example of how this functions in a Middle Eastern country is shown within
Jordan, as the industrial sector has an issue with employee turnover, which is
generally related to the conditions in work, as well as the environment. Hence,
those conditions have a requirement to be improved in order to create a
reduction in the problem of employee turnover.
Certain results from previous research have not agreed completely with the current
study’s results. For example, Ahuja et al. (2006) summarised their results as follows:
- The level of fairness with rewards is integral for employees, as offsite work
and additional travel should be highlighted, particularly as these employees
would experience a lack of social interaction in times that they work away
from the headquarters.
- Employees viewed pay and reward equity to be vital, particularly as they
would judge their own jobs and careers in direct comparison to their
colleagues or peers at the place of work.
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- Work exhaustion, the level of fairness in rewards, as well as autonomy could
clearly predict organizational commitment, although rewards’ fairness did not
impact work exhaustion.
- Employees may develop feelings of bitterness towards their organisation if
there is only a minimal level of fairness in rewards, which may reduce
commitment directly, although this does not result in feelings of exhaustion at
work.
In addition, it has been stated that when employees receive different rewards for their
work, they are often shown to fulfil their requirements and wants, while also creating
a better positive state of emotion, which ultimately enhances the need to increase their
commitment to the level of the employer (Mahdi et al., 2012). Hence, it is feasible
that an employee will increase their own level of organisational loyalty following the
development of positivity through fair and supportive treatment at work, especially in
regards to beneficial work conditions, together with good co-worker and supervisor
relationships. Similarly, these employees will become committed to a job and express
organisational loyalty, when a positive state of emotion is instilled through their work
presenting itself as interesting, challenging and gratifying, as well as creating self-
direction skill and ability advancement, and autonomy enhancing opportunities
autonomy. Consequently, employee turnover intention is dramatically reduced when
all these factors are implemented into an organisation.
Finally, Ruqaiya et al. (2013) confirm that the results from the current study result as
creating a significant positive relationship between teachers’ turnover and turnover
intentions (future turnover), as well as demonstrating a significant negative
relationship between organisational climate and intentions to quit. Moreover, there
was a significant negative relationship between organisational climate and intentions
to transfer, while there was no mediating effect of organisational climate on the
relationship of teacher turnover-turnover intentions.
R.Q Fourth: What are the personal factors that affect a faculty member’s
turnover intention?
The current study investigated the personal factors that affect the faculty members’
turnover intention at Saudi Arabian universities in terms of organisational
commitment and job satisfaction. It was found that organisational commitment has no
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effect on faculty members’ turnover intention, and the result appears that the mean of
the participant's answers ranged from (2.79) to (4.17) with (1.09) standard deviation
value and 65.8 relative importance. However, most of the respondents feel that their
university is a great institution to work for, although they do not feel any obligation to
remain with their current employer. Moreover, some of the faculty members at Saudi
Arabian universities feel that the university is a great institution to work for, and do
not feel it would be right to leave the university even if it was to their advantage, most
of the respondents explained that their life would be disrupted if they wanted to leave
the university at present. In this context, many previous studies disagreed with the
results of the current study. For example, the study by Jehanzeb et al. (2013)
confirmed that there was strong support for the hypothesis that states a negative
relationship between organisational commitment and turnover intention, and
organisational commitment, which represents one of the most significant determinants
of turnover intention.
While job satisfaction has an effect on the turnover intention, the result appears that
the general mean of all statements of job satisfaction is (3.34) with 66.8% relative
importance. Added to that, most of the faculty members at Saudi Arabian universities
do not feel that they have been given a fair salary for what they provide as work, and
that the benefits they received are not as good as the wages and benefits on offer at
most other institutions in other similar countries. In addition, they see that the persons
who do well in the job do not get a fair chance in promotion. On the other hand, the
respondents who see that they have accomplished and achieved their job successfully
and are satisfied with their job, feel that their job is pleasurable, and feel satisfied with
their chances of salary increases. Additionally, they have the chance to do several
things.
In terms of the organisational commitment of the faculty members, the results

revealed that most of them see their university as a great institution to work for,
although they do not feel any obligation to remain with their current employer.
Moreover, most of the faculty members feel very little loyalty to their university and
accept any type of job/assignment in order to keep working for it, although most of
them explained that for them to possibly leave the university at the present time could
be instilled through only very little change to their present circumstances. The faculty
members show organisational commitment to their university, due to most of them
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attempting to apply extensive effort beyond that which is generally believed to be a
necessity in order to help their university to be successful, whereas most of them see
their universities as inspiring the very best in them in terms of job performance.
Furthermore, most of the faculty members explained that their life would be disrupted
if they left the university at present, and that their university is the best university they
have ever worked for in comparison with other institutions. Indeed, many previous
studies agreed with the current study results. For example, Yin-Fah et al. (2010),
which was based on private sector employees in Petaling, China, suggested that
organisational commitments, job stress, and job satisfaction all have a significant
relationship with turnover intention. Usually, organisational commitment and job
satisfaction have a negative relationship with staff turnover intentions.
In contrast, some previous studies do not agree with the results of the current study.
For instance, a study by Ucho et al. (2012) pointed out that employees are less likely
to leave their jobs regardless of their level of job satisfaction because of the scarcity
of available job opportunities and the absence of well-structured schemes in the
Nigerian marketplace. Moreover, there was a suggestion that the duration of
employment did not have an effect on employees having the intention to seek out
better employment. Furthermore, Bergiel et al. (2009) proposed that a high level of
organisational commitment in staff is reflected negatively in turnover intention.
Labatmediene (2007) confirmed that the turnover intention rate is lowered as a result
of the level of organisational commitment that moderates variables related to support
and job satisfaction. Pharmacy faculty members decide to stay or leave based on their
sense of commitment towards their institutions above all the other variables.
The study by Meem (2012) confirmed these research results, which examined the
significant relationship between variables, demographics (number of years in service),
burnout and organisational commitment, with turnover intention. In other words, this
study seeks to determine whether the presented variables linking to turnover intention
impact on the employees thinking of whether to stay or leave the organisation. Thus,
Meem (2012) concluded that employees would consider staying in the organisation,
especially if they experience less of burnout and more of presenting the idea that the
organisation needed their support and participation. Besides the impact of client
burnout, affective commitment was also integral to the levels of turnover intention.
Identifying the degree of burnout in dealing with clients, as well as showing or
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making the employees feel needed in the organisation will place great impacts to the
employees, thus retaining them in the organisation.
Invariably, a great variety of studies have previously investigated the connection that
exists between organisational commitment and turnover intention, together with
interpersonal relationship and turnover intention, as well as the satisfaction felt in a
job and turnover. For instance, job satisfaction can be improved effectively when a
more beneficial work environment will facilitate the harmonious co-worker
relationships among employees, as is has been suggested that positive interpersonal
relationships and a working environment have significantly positive effects on job
satisfaction, such as hotels can often provide (Lee et al., 2012). Additionally, that
particular research determined that even though job satisfaction and the level of salary
can indirectly affect the rate of employee turnover via the commitment to an
organisation, no direct impact is felt upon turnover intention from the level of job
satisfaction and salary status. Yet, it has been suggested that lower turnover intention
will be created from greater levels of salary and job satisfaction, as well as better
levels of organisational commitment. What is more, the research demonstrated that
co-worker relationships, levels of salary, and the commitment to organisations,
together with the working environment are factors that are integral upon influencing
the intention of employee turnover. Invariantly, the organisations aims and strategies
of business, alongside the process of the actual jobs, will start to be implemented and
determined by the employees following the enhancement of organisational
commitment from these individuals.
The study by Foon et al. (2010) had come out with few results, which agreed and
disagreed with the results of the current study in certain sections. Initially, the
correlation between organisational commitments, stress at work, the satisfaction felt at
work, and turnover intention among employees who were private were all mediated
by the findings in the demographic background through the research, specifically in
relation to the fact that turnover intention is actively reduced due to age advancement,
service tenure and history of employment. Indeed, employees will gain more job
satisfaction and job performance through their development in experiences and
knowledge, which will ultimately result in more commitment to the organisation.
Additionally, the second stage through that study showed that the outcome can be
produced by the overall commitment to an organisation and job satisfaction that is
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often determined by the level of salary. Consequently, it is frequently shown that
incentives and allowances must be incorporated in relation to the employees’
performance by the department of human resources. Furthermore, the results from
research have also determined that older employees were clearly had lower rates of
turnover intention rate than their younger counterparts, as well as more stress at work
than the young workers.
The findings of Aldhuwaihi’s (2013) study were consistent with the results of this
study, which have determined the correlation that exists between job satisfaction and
turnover intention. Additionally, each part of job satisfaction was negatively
connected to result in employee turnover intention. The other results that were
concluded from the study by Aldhuwaihi (2013) represented the following:
- The biggest influence that was promoted to relate to job satisfaction came
from reward schemes and benefits, as well as the manner of work undertaken,
which was also followed by communication and operating conditions, or pay
and promotion. In regards to job satisfaction and turnover intention, the
connection from the perspective of banks was shown, which indicated that a
negative correlation existed across three categories of banks.
- Variations across the three bank types were determined by the obtained results
in relation to the relationship’s strength through different particular remits of
job satisfaction. Employee turnover intention was influenced directly from
different parts of job satisfaction in non-Islamic local banks in the exact same
manner as that found from the whole sample.
- Turnover intention was negatively affected by two components of
organisational commitment: affective and continuance commitment. From
this, it was confirmed through the results that both components have a direct
correlation to turnover intention. Moreover, it was confirmed through previous
research that affective commitment is the greatest connection to turnover
intention, which is followed by continuance commitment (Meyer et al., 2002).
Another crucial aspect, which can be viewed through the results of the study by Berry
and Morris (2008), was the representation of the review that is mediated by overall
job satisfaction and examines the proposed correlation that exists between the
antecedent, factors of employee engagement, the outcome variables, and the intent of
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employee turnover. Also, its result proposed that a high level of organisational
commitment in staff is reflected negatively in turnover intention. In other words,
turnover intention rate is lowered as a result of the level of organisational
commitment that moderates variables related to support and job satisfaction. As a
consequence, employees decide to stay or leave based on their sense of commitment
towards their institutions above all the other variables. Likewise, Sachdeva (2014) in
his study sought to investigate the relationship, nature and the level of work place
attitudes (where theses attitude include: job involvement, organisational commitment,
and job satisfaction), as well as turnover intentions. The research concluded the
following results:
- The respondents will demonstrate their personal involvement in the job that
they undertake through proving their motivation to work overtime and through
the desire to achieve the specified target attachment that is related to their
respective jobs. In a specific case, employees of a bank have reduced
intentions to withdraw from their respective organisations, as they maintain
high levels of commitment to their respective organisations and are greatly
satisfied with their jobs.
- Job involvement has been found to have a significant negative correlation with
turnover intentions, suggesting thereby that employees with high job
involvement tend to have a lower level of intention to quit the present jobs.
Hence, employees who demonstrate a low degree of job involvement are
generally the most likely to withdraw from an organisation, while those
employees who exhibit a high level of job involvement are normally the least
likely to withdraw.
- With respect to the relation between organisational commitment and turnover
intentions, the research found that organisational commitment has a negative
relationship with turnover intentions. In other words, those employees who are
generally dissatisfied are more prone to withdrawing from their job, while the
satisfied employees have a decreased level of turnover intentions.
Comparatively, the challenges and obstacles with retaining valuable employees in

today’s labour market were presented in Paulsen’s (2014) study, as it investigated the
intention to leave. Thus, the research examined work-related factors from the
literature and research of turnover intention. The results reflected that the most
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significant predictors for turnover intention to be in order of: job satisfaction,
leadership and sickness absenteeism, which explained 45.1 % of the variance in
turnover intention. Moreover, the research found two age groups divided at the age of
40, but they were indicated to have different ranks of importance for the two age
groups through personal resources optimism and self-efficacy, along with job
demand, social support and organisational commitment that did not predict turnover
intention in employees. Indeed, this study revealed once more the complexity of
turnover intention.
Another crucial aspect which can be viewed through the result of the study by Mahdi
et al. (2012) was represented through the two different ways of job satisfaction that
are intrinsic and extrinsic, which have a converse connection to the turnover
intentions of employees. Nonetheless, in comparison to the extrinsic satisfaction, it
has been shown that intrinsic satisfaction presents significantly contrasting
correlations to employees’ turnover intention, while it had been anticipated that small
correlations would exist between the variables within that research.
A different study had the aim of identifying the existing relationship in connection to
employee turnover intentions from the specifications within a job and the satisfaction
created within it, as well as determining the how demographic variables would
contribute and impact upon the level of intention (Samad, 2006). Moreover, job
satisfaction and job characteristics are directly related to turnover intentions, as the
analysis through the correlation of job satisfaction and characteristics demonstrated
the link to employee turnover intentions from a negative and ultimately vital
relationship from these factors. Additionally, if employees happen to experience high
level turnover intentions, then the results can normally be decreased through increased
job satisfaction, together with better defined job characteristics of skill variety, task
identity, task significance, autonomy and feedback.
In addition, another vital issue within that specific research by Samad (2006) was
through the need for an analysis into the demographic variables’ contributions,
alongside how employees’ turnover intention was ultimately affected by their job
satisfaction and defined characteristics of work. Overall, a negative relationship
towards employee turnover intentions was indicated by the regression results to be
increased through a good perception of job satisfaction and job characteristics, which
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would include: variety of skills, identifying and labelling the significance of the task,
as well as autonomy and feedback among IT staff. Indeed, in order to comprehend the
turnover intentions of IT staff members, it has been highlighted from the results of
Samad’s (2006) research that demographic variables, job satisfaction and job
characteristics had contributed significantly to the process. However, job
characteristics on the whole had less significant effects upon the overall turnover
intentions than job satisfaction, as it has been suggested that in order to overcome
employee turnover intentions, an organisation’s management is required to possess
the capability to rectify any problem relating to job satisfaction.
Through a separate study, persons with a higher level of job satisfaction were shown
to maintain attitudes of positivity in regards their job, while an individual who held
negative feelings was ultimately dissatisfied at work (Mbah and Ikemefuna, 2012).
Hence, it is possible to deduce that the employees who retain their jobs and refrain
from leaving are the ones who are ultimately satisfied. Therefore, employee turnover
will subsequently decrease when the level of job satisfaction is increased.
Furthermore, that particular study, which highlighted labour turnover in Total Nigeria
PLC, concluded that many factors or causes existed into the development of employee
satisfaction: salary satisfaction; nature of work satisfaction; and supervision
satisfaction.
A study by Salleh et al. (2012) confirmed the results from the current research results,
which analysed the rate of turnover present within the retail industry of Malaysia, as
job satisfaction levels, organisational commitment, and turnover intention of
employees became the specific critical requirements to be addressed. Moreover, the
study in Malaysia demonstrated the correlation to employee turnover intentions from
job satisfaction levels and organisational commitment. The respondents were shown
from the results to be dissatisfied with their salary, but moderately satisfied with
sections of job satisfaction, such as: promotion, overall work load, as well as
colleagues and supervisors. Consequently, this moderate level of satisfaction would
lead to moderate levels of commitment, which would increase the level of intention to
leave their present organisation. All the aspects of job satisfaction, apart from relating
to colleagues and the commitment to the organisation all related to the employee
turnover intention in a significant and negative way. As a result of the findings, retail
employees’ strategies of retention were suggested.
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4.6 Conclusion
Following the investigation into the issues associated with general turnover and
turnover intention particularly, the research concentrates on employee turnover with
its motivating factors and consequences. Where the literature argued that, the effect of
the high rate of instructor’s turnover in universities with many minority students
might have a negative impact on the educational performance and attainment of those
students, especially if their replaced instructors are not well qualified. The researcher
sought to highlight the determinants of turnover intention among faculty members in
six dimensions (job satisfaction, organisational commitment, interpersonal
relationship, working environment, payment justice, and turnover intention). Thus,
this chapter presented the analysis of the data collected through a questionnaire and
analysed using the SPSS statistic system term with explanation and brief discussion.
The results showed that most of the faculty members at Saudi Arabian universities do
not have turnover intention. Moreover, there are two demographic variables that
affect the faculty members’ turnover intention, which are the gender and the position,
while the age and education variables did not affect the turnover intention.
Furthermore, the interpersonal relationships at the university did not have an effect on
turnover intention, while the working environment and payment justice had a vital
effect. It was found that organisational commitment has no effect on the turnover
intention of faculty members, while this is also directly affected by job satisfaction.
What is more, Saudi universities were shown from the results not to distinguish and
exercise effective measures that would develop and maintain their worthwhile and
regulated resources. Some of the preventive actions include: a management style
policy that is open-door; a policy that upholds strict hiring standards; and training for
management that will exhibit possible reasons and examples of job dissatisfaction,
together with common evaluations of workplace satisfaction. Indeed, a streamlined
and efficient human resource program has been proposed in order to maintain low
costs, while increasing their investments in individuals, an organisation may possibly
create their own benefits through the development of employee attachment that
enhances their obligations to fulfil the requirements. The next chapter will show more
detailed presentation of results and explanation of what is the contribution of those
variables within the study's theoretical framework.
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Chapter Five: Conclusion and Recommendation
5.1 Introduction
This chapter compared the research results, which incorporated past studies’ findings
that were evaluated in the literature review previously. Also, it presents the
conclusion, recommendation and agenda for future research, together with a
discussion into the limitations of this research.
5.2 Conclusion
The researcher concludes that:

- The general mean of all statements related to their job satisfaction was (3.34),
which reflects a good agreement and can be concluded that the sample’s
attitude toward the statement was positive. Thus, the participants are satisfied
in their jobs.
- The general mean of all statements related to their Organisational
Commitment was (3.29) which reflect a good agreement, and it can be
concluded that the sample attitude toward the statement was positive, so the
participants have organisational commitment to a good extent and have
positive attitudes regarding it.
- The general mean of all statements that relate to their Interpersonal
Relationships was (3.52), which reflect a good agreement, and it can be
concluded that most of the respondents have a good working relationship with
their colleagues, and that they enjoy working with their co-workers, where
their colleagues usually support them at work.
- The general mean of all statements that related to the Working Environment
was (3.50), which reflect a good agreement, and it can be concluded that the
working environment at the selected universities is comfortable to a certain
extent.
- The general mean of all statements that are related to Payment Justice was
(2.74), which reflect the sample as possessing a slightly positive attitude to
perception of fairness for payment at the Saudi Arabian universities, to some
extent, and it can also be concluded that the respondents feel that their work
schedule is fair. However, most of them think that their level of pay is not fair
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in addition to their workload. Moreover, they do not see that the rewards they
receive as quite fair at their university, and they are not satisfied with their
salary.
- The general mean of all the statements that related to Turnover Intention was
(2.78), which reflects that the sample has a slight turnover intention at the
Saudi universities, while the sample has a positive attitude to some extent
regarding it, and so it can be concluded that the respondents often think about
quitting their present jobs.
- The general mean of all the statements that related to Relative Importance for
all dimensions was (2.78), which identifies the interpersonal relationship as
the most important group of variables of turnover, followed by the working
environment, job satisfaction, organisational commitment, turnover intention
and the payment justice respectively.
On the other hand, it is worth observing that the important step for all Saudi Arabian
academic organisations is to adopt the most suitable approaches to reduce the turnover
intention of their faculty members. Since the universities could reduce the turnover
intention of its faculty members through improving its working environment and its
payment system, this should lead to increasing the job satisfaction of the faculty
members. In addition to what is revealed above, there are two demographic variables
that are associated with the turnover intention among faculty members, which are
gender and position. From the above results, the determinants of faculty members’
turnover intention at Saudi universities are shown to be the working environment,
payment justice, and job satisfaction.
5.3 Recommendations
In accordance with the results and findings of the study, certain recommendations can
be drawn from the conclusion as bellow:
First: theoretical recommendations:
1- Its recommended to do more research and encompass more variables that
could affect turnover intention among faculty members and other part of
organization employees.
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2- Its recommended to expand the investigation in the turnover intention itself as
a topic for research specially in Arab countries to stand on solution for this
problem before its happened.
3- More research should be done on the effect of turnover on other organizational
variables like competiveness.
Second: practical recommendations
1- The Saudi universities should implement new strategy to decrease the

turnover rates at Saudi universities.
2- Create an appropriate institutional framework standing on job satisfaction
to reduce the turnover rates at Saudi universities.
3- Saudi universities need to state new effective measures in order to develop
and maintain worthwhile and dynamic resources.
4- The universities in Saudi Arabia must improve the working environment
in terms of the development of tools, equipment, and develop a set of training
courses for university teachers, thereby increasing their loyalty to decrease
the turnover rates at Saudi universities.
5- The Saudi universities should adopt most suitable approaches to reduce the
turnover intention of the Saudi academic organizations’ faculty members.
6- The universities in Saudi Arabia must enable employees to express their own
feelings of empowerment through conference attendance, development of
workshops, together with other forms of learning and training. Moreover,
provide them with feedback through the encouragement of new feedback
systems that will help determine their performance, and subsequently what
would need to be improved upon.
7- The Saudi universities should improve the universities' environment and
improve the financial position to re- examine their monthly salary and
support rewards.
8- The universities in Saudi Arabia must provide appropriate and adequate
resources, as well as supervisory support, which guarantees employee
satisfaction, and distinguish each employee’s needs and reward them
accordingly. In addition, the universities must enable the faculty members
with freedom of movement (consulting) under the university umbrella. This
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will facilitate the university turning into a center for the study of projects and
research, so that all employees of the university can benefit from consulting
and research, instead of transfering employees and alienating them.
9- The universities in Saudi Arabia must impose compatible policies with the
expectations of the employees and not only the objectives of the universities.
10- In Saudi universities, it is obvious that the faculty members are not satisfied
with the payment system, as they can find alternative workplaces in which they
could receive a higher salary, thus it should also be improved.
11- The relationships between the universities in Saudi Arabia and employees
should be dominated by the spirit of harmony and mutual trust, to avoid any
feelings of anger and boredom of administrative and organizational policies.
Moreover, it must try to achieve some of the things that concern the
university teachers and improve their productivity, and access to the ideas and
beliefs about the working conditions that suit them and improve their
productivity.
12- The universities in Saudi Arabia should enhance the level of the working
environment by hiring the correct staff, and equality in treatment of these
staff members. In addition, it should develop and implement job evaluation/
appraisal criteria, while putting into place appropriate performance
management system.
The universities in Saudi Arabia should invest on training and developing knowledge
to be prestigious universities, and to make their employees able to share skills and
abilities with colleagues, while reinforcing their abilities more effectively
Third: methodological recommendations:
1. More research should be completed on a larger sample of
instructors and universities in other areas in Saudi.
2. More research should be completed on other countries especially
Arab countries in gulf to know the reason for high turnover
intention.
3. More research should be completed on other sectors which have
not been included in previous studies like industrial sector within
Saudi such as petrochemical companies.
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5.4 Research Reflection
Competent leadership is regarded as the principle force of momentum that enables a

university to continue upon its direction towards efficiency, as a competent leader or
manager will provide assurance and commitment to the structure of behaviours in a
combination of values that are required within any institution. The current study will
assist the leadership in the university, through its result and findings, to recognise the
issues related to their employees which could potentially halt productivity. The
current study’s result find that the participants are satisfied in their jobs, and they have
organizational commitment to a good extent and have positive attitudes regarding it.
Indeed, it is integral to always comprehend the commitment from staff members
towards the organisation, as job performance of the teachers can be significantly
affected within the faculty of a university that directly determines the employee rates
of turnover. Similarly, in a study by Newstrom (2007), it was clearly noted that those
employees who are committed to their organisation, generally maintain good records
of attendance, adhere to company policy, and ultimately result in lower rates of
turnover.
Nonetheless, the current study has demonstrated through its results that the level of
educational to be a negative factor upon an employee’s commitment. Precisely, an
organisation may not be capable of meeting the elevated expectations that an
individual may have gained from their higher level of education (Mowday et al.,
1982). Consequently, certain preventive measures that are put in place in order to
note warnings of dissatisfaction within the workplace and periodic workplace
evaluation of satisfaction include: training for management, an open-door
management style, while implementing and upholding strict standards of
employment hiring. Moreover, institutions will work diligently and forcefully to
invest in professional development when they recognise how the faculty is valued.
In fact, non-work related training may also be included from the institution. Thus in
total, the institution needs to provide the faculty with support and a genuine concern
for both personal development (career) and individual personal welfare. However, a
streamlined and efficient human resource programme has been stipulated as a
recommendation in order to maintain low costs. Add to that, the current study’s
result find that the participants are satisfied in their working environment at the
selected universities are comfortable to a certain extent and they have a feel that
[185]
their work schedule is fair. However, most of them think that their level of pay is
not fair, in addition to their workload. Moreover, they do not see that the rewards
they receive as quite fair at their university, and they are not satisfied with their
salary.
Furthermore, the current study’s result find that the sample has a slight turnover
intention at the Saudi universities, while the sample has a positive attitude to some
extent regarding it, and so it can be concluded that the respondents often think about
quitting their present jobs. Moreover, that the reasons of turnover are interpersonal
relationship and it is the most important group of variables of turnover, followed by
the working environment, job satisfaction, organizational commitment, turnover
intention and the payment justice respectively
Invariably, when the management within a company permit its development,

employee turnover can have a detrimental effect on an organisation and its workers,
although it is possible through various means to decrease the effects of turnover.
Hence, these preventative measures could be utilised as a measurement of an
organisation’s performance, in the same manner that turnover rates are. Therefore,
even though it is not feasible for an organisation to eliminate turnover completely, the
structure of management needs to learn how to deal with these rates and comprehend
the detrimental effects that it can have. Furthermore, the management within an
organisation needs to be more adequately prepared to take the proper actions from the
acquired information from anonymous surveys, while the entirety of all efforts must
remained focused on sustaining job satisfaction from the employees and controlling
turnover causes and effects. Nevertheless, specific studies have suggested that
differences exist between the actual reasons that turnover is present, and the stated
reasons from employees in anonymous surveys (Heneman and Judge, 2009).
Contrastingly, in order to maintain and develop a functional working environment, its

overall assessment is vital through a regular analytical system that captures and
evaluates feedback. Thus, the current research may provide a base for additional
future studies that function through the same variables, but on a larger scale, which
could ultimately enhance and develop new strategies for the reduction of faculty
turnover and the improvement of global retention for new university faculty members
[186]
and employees. Additionally, the current study will probably assist in the faculty
recruitment decisions within Human Resource Departments at universities in Saudi
Arabia.
5.5 Research Limitations
Any research is bound to encounter limitations, which could affect the quality of the
information gathered. Some of the limitations of the current study were represented
with literature on Determinants of Turnover Intention among Faculty Members in
Saudi Arabian Universities, which is considered very rare in the country.
In the current research, the findings as a representation of the whole state need to be
interpreted with caution, as the participants were voluntary from five universities in
one particular city of the country (Riyadh) in Saudi Arabia, and consequently cannot
represent the faculty members throughout the nation. Therefore, this research presents
a foundation for additional future studies that could present a bigger sample, which
would be sufficient to detect statistically significant associations between the
variables under investigation. Also, the overall scope of the research is another
potential limitation of the study, as it could be expanded in the future from the current
aims into exploring the correlation between demographic factors and faculty
commitment, which potentially leads to employee turnover intentions within the
faculty.
In general, the current research has presented findings that have demonstrated an
initial stage of organisational climate exploration and commitment. Nonetheless, due
to the method of sampling, which was based on responses from faculty members
working in five universities in Riyadh,Saudi Arabia, the generalisability of the
findings is limited. Furthermore, the present research utilised a cross-sectional design,
and thus, the cause-and-effect relationship testing isa not permitted through this one-
time measure.
5.6 Direction for Future Research
Further research will be required in more than five universities in Riyadh city,
Kingdom of Saudi Arabia. Future works could include deep empirical research in the
University status (Public or Private) of Saudi Arabia. To obtain more generalisable
results, future investigations should include faculty members working in other
[187]
universities, both public and private, also on all employees in universities, so that
researchers and universities come to understand the other predictors that can directly
affect turnover intentions at universities. Moreover, any research that is conducted in
the future must incorporated different sections of job satisfaction, such as: satisfaction
between colleagues, improved supervision, and personal growth opportunities. Many
other factors were stated as directly affecting the determination of an employee’s
turnover intention, which need to be researched in the future, such as: anticipatory
socialisation variables, behaviours in job searches, relationships at work, and job
characteristics.
In addition, in relation to creating a better understanding of the turnover, various

theories and models have been shown to be highly useful in determining certain
behaviours, although established models in particular failed to detail the phenomenon
in its entirety. Therefore, a reconceptualisation of the models would appear to be
highly beneficial, as the models have not fully predicted turnover intentions.
5.7 Research Contributions

The current study contributes to the existing research knowledge by introducing
novel data and findings from different countries and education systems, as well as
improving the management of faculty member turnover through the process of
highlighting the factors that encourage faculty member turnover. It also proposes
ideas about how faculty member turnover in the universities of the Kingdom of
Saudi Arabia can be controlled.
In addition, Saudi Arabian universities will benefit directly from this research, as
they will become aware of the determinants that affect the turnover intention of
faculty members. Invariably, this study will improve different educational
organizations’ understanding of the impact of the work environment, and other
associated determinants on the faculty members' work life, as well as organizational
productivity.
Furthermore, the faculty members who have an intention to leave their university
expend a great effort on searching for a new job and adjusting to new situations.
They also work on starting new routines and building interpersonal relationships at
a new workplace. Thus, the issue is obviously relevant to managers, researchers,
[188]
and individuals, while the prevention can be perceived as better than the cure.
Hence, it is more advantageous to manage cases of subsequent employee turnover
or to control staff intention to leave instead of spending money and time on solving
its detrimental effects. Add to that, employee turnover has significant implications
for the individuals themselves who leave their post within a job.
It can be stated that this current study contributes methodologically to

understandings of the nature of the chosen sample, which is represented by faculty
members at Saudi universities. This category of people has been neglected to some
extent by studies in Saudi Arabia. Thus, by attempting to understand the
phenomenon of the intention to quit among faculty members, and the factors that
impact on the employees' thoughts about leaving their universities, new and
valuable information could be added to the literature on this issue.
5.8 Conclusion
This chapter presented the research results, which include various factors. Firstly, the
participants are satisfied in their jobs. Secondly, most of the respondents have a good
working relationship with their colleagues, and that they enjoy working with their co-
workers, where their colleagues usually support them at work. Thirdly, the working
environment at the selected universities is comfortable to an extent. Fourthly, the
respondents feel their work schedule is fair, most of them think that their level of pay
is not fair in addition to their workload; they do not see that the rewards they receive
as quite fair at their university, and they are not satisfied with their salary. Finally, the
respondents often think about quitting their present job. In addition, the research
results from the current study were compared with the results of previous studies that
were investigated to provide the literature review chapter.
Various recommendations were stated, for instance pertaining to the relationships

between university and employees by the spirit of harmony and mutual trust, which
would avoid any feelings of anger and boredom of administrative and organisational
policies. Moreover, the universities in Saudi Arabia must improve the working
environment in terms of the development of tools, equipment, and develop a set of
training courses for employees, thereby increasing their loyalty to decrease the
turnover rates at Saudi universities. In addition, it is seen as necessary to give the
[189]
faculty members freedom of movement (consulting) under the university umbrella.
This will facilitate the university turning into a centre for the study of projects and
research, so that all employees of the university can benefit from consulting and
research, instead of seconding employees and alienating them.
Furthermore, this chapter showed a direction for future research, just as the future
research should include deep empirical research in University status (Public or
Private) of Saudi Arabia to obtain results that are more generalisable. Moreover,
future investigations should include faculty members working in other universities,
both public and private, also for all employees in universities, so that researchers and
universities come to know the other predictors that could affect turnover intentions at
universities.
Finally, this chapter comprised the limitations of this research that the research
experienced, where the primary limitation of this research is data collection, which
was collected from faculty participation was voluntary and was conducted at five
universities in Riyadh city, Saudi Arabia. Thus, the findings need to be analysed with
care, as the participants were all from one particular city of the country, and so fail to
represent all faculty members within the nation. Additionally, the use of a cross-
sectional design does not permit cause-and-effect relationships to be tested, as it is a
one-time measure. What is more, this final chapter presented a discussion into a
reflection of the research as a whole.
[190]
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[208]
APPENDIX 1 – Questionnaire - English Version
Determinants of Turnover Intention among Faculty Members in

KSA Universities: Descriptive Research at the Public Saudi
Arabia Universities
Dear Participant,
This paper aims to examine the determinants of turnover intention among faculty
members in Saudi public universities, and the information that you are about to
provide will help the researcher to better understand these determinants. Please note
that the researcher would like you to answer the questions of this questionnaire
according to the actual situation in the university and NOT to what you hope to have.
I can confirm that the information collected will be accessed ONLY by the researcher
and will be used ONLY for research purposes.
If you would like to receive follow-up information concerning the results of this
study, it will be my pleasure to provide you with a copy of the executive summary at
the end of the research. Do not hesitate to let me know if I should provide you with
this information.
Thank you so much for your kind cooperation and patience.
Adi Albaqami
[209]

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DETERMINANTS OF TURNOVER INTENTION AMONG

FACULTY MEMBERS IN SAUDI PUBLIC UNIVERSITIES

A DISSERTATION SUBMITTED IN PARTIAL FULFILLMENT OF THE

PhD. Thesis 2016

ABSTRACT ............................................................................. ERROR! BOOKMARK NOT DEFINED.

TABLE 4. 1: SOCIO-DEMOGRAPHIC CHARACTERISTICS OF THE SAMPLE (N= 360). ......................... 134

FIGURE 3. 1: THE RESEARCH ONION MODEL PROPOSED ................................................................. 89

FIGURE 4. 1: RESPONDENT' S GENDER ............................................................................................ 134

The importance of employees to an organisation has been acknowledged for a long

As employees are so vital for the functionality of performance, employee turnover is a

Scholars and researchers have developed a consensus concerning how intentions

1.1.1 Saudi Higher Education: Issues and Challenges

1.1.2 Saudi Arabia Universities

According to the Saudi Ministry of Higher Education (MOHE) (2013), the

1.2 Rational of the Study

Employee intention to leave may also adversely affect an organisation, particularly if

According to Harrigan (1997), turnovers of retirees, and other terminations, are a

1.3 Research Justification and Motivations

As Ramli et al. (2014) have stated, academics are considered as guardians,

1.4 Research Focus

The present research concentrates on the determinants of turnover intention among

1. To evaluate the current situation of turnover intention among faculty members

1.6 Research Questions Sub-Questions

1.7 Research Scope

Subsequently, a literature review of the phenomenon of turnover intention and actual

The importance of employees to an organisation has been known for a substantial

Furthermore, as asserted by Kehoe and Wright (2013), the practices of human

In essence, as stated by Greaves et al. (2013), intention is defined according to the

No organisation or employer can guarantee any of their employees’ employment.

Labour turnover = (number of staff leaving per year/average numbers employed

Urbancov and Linhartov (2011) defined turnover as a type of intercompany mobility

Status Employer Function

Upwards Lateral Downwards Internal External Same Change

Internal External Internal External Internal External

Figure 2. 1: Shows the types of job mobility

In contrast, an explanation of employee turnover is provided by Borghans and

Nyamubarwa (2013) has critically analysed Herzberg’s theory, and Nyamubarwa

The organisation followed a standard payment structure, promoted a favourable job

Correspondingly, Shapira-Lishchinsky (2012) declared that rates of absenteeism are

An article by Borghans and Golsteyn (2012) aimed to investigate job mobility

Additionally, the research in the field of employee turnover is considered voluminous,

(1) Organisational mission, goals, and direction,

Increases in student achievement following a principal transition may reflect mean

Researchers have tried to study the antecedents of turnover intention, in an attempt to

There is a requirement to address the issue of employee turnover intention since it

Staff intention to leave an organisation is considered to be a topic of major interest in

Turnover intention reflects a worker's deliberate and intentional tendency to leave

Previous indications or factors are considered to be the standards by which employees

Based on the research by Nyamubarwa (2013), the intention to leave from an

The pattern of labour turnover intention behaviour in developing countries compared

Research by Alexandrov et al., (2007) developed and tested turnover intention

To conclude, turnover intention is a phenomenon that has needed to be scrutinised and

2.3.1 Development of Turnover Intention Process Models

In the following section, an overview of the traditional turnover models is detailed, as

In addition, Price and Mueller (1981) developed a more comprehensive structural

As a specific point of interest, although there is a substantial theoretical body of

2.3.2 Theories Explaining Turnover Intent Behaviour

Thirdly, Search Theory, in an organisational context, recommends that a special

A more comprehensive withdrawal process was identified by Steel and Lounsbury