STAYING POWER: UNLOCKING FACULTY RETENTION THROUGH SATISFACTION, SUPPORT, AND STRATEGIC INVESTMENT IN LIBYAN UNIVERSITIES

Abstract

Employee turnover among academic staff presents a significant challenge to the effectiveness and sustainability of higher education institutions, especially in developing countries such as Libya. This study explores the key factors influencing job satisfaction and turnover intention among faculty members in Libyan public universities. Specifically, it investigates the roles of compensation, career development, and organisational commitment as antecedents of job satisfaction, which in turn influences turnover intention. Additionally, the research examines job satisfaction as a mediating variable and perceived organisational support as a moderating factor in the relationship between job satisfaction and turnover intention. Grounded in Herzberg’s Two-Factor Theory, Meyer and Allen’s Three-Component Model of Organisational Commitment, and Employee Turnover Theory, the study adopts a quantitative research design. Data were collected using a structured questionnaire administered to academic staff from various Libyan public universities. The study aims to fill a critical gap in the literature by offering empirical insights into how institutional and individual-level variables interact to shape retention decisions in the higher education context. Preliminary literature suggests that inadequate compensation, limited career growth, and low organisational commitment significantly contribute to faculty turnover. In contrast, higher job satisfaction and perceived organisational support can mitigate these effects. The anticipated findings are expected to provide evidence-based recommendations for improving human resource practices in Libyan universities. These may include enhancing compensation packages, investing in faculty development, and strengthening organisational support systems to improve staff retention, performance, and institutional stability in the face of national challenges.