The Impact of Core Self-Evaluations on Job Satisfaction and Turnover Intention among Higher Education Academic Staff: Mediating Roles of Intrinsic and Extrinsic Motivation

Abstract

Job satisfaction and turnover intention among academic staff remains a challenge in higher education institutions. To aid understanding of the factors that can reduce intention to leave and increase job satisfaction among academic staff, the present research investigated the impact of core self-evaluations (CSEs) on job satisfaction and turnover intention by proposing a parallel mediation model. The researcher used quantitative approach. The sample consisted of (n = 305) academic staff working in higher education institutions in Nigeria, with a total of 80 females and 225 males. The study attempted to investigate the connection between core self-evaluations, job satisfaction, and turnover intention using self-determination theory to investigate the parallel mediating role of intrinsic and extrinsic motivation on the relationship. Through application of structural equation modeling, the findings showed that CSEs had an impact on job satisfaction and turnover intention, mainly through the mediating role of intrinsic and extrinsic motivation. The mediating role of intrinsic and extrinsic motivation provided new insight into the connections between core self-evaluations, job satisfaction, and turnover expectations.