High proportion of intention to leave among academic staffs of the University of Gondar, Northwest Ethiopia: a cross-sectional institution-based study

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Research Article High proportion of intention to leave among academic staffs of the University of Gondar, Northwest Ethiopia: a cross-sectional institution-based study Berihun Assefa Dachew 1,

1 Research Article High proportion of intention to leave among academic staffs of the University of Gondar, Northwest Ethiopia: a cross-sectional institution-based study Berihun Assefa Dachew 1, Anteneh Messele Birhanu 2, Berhanu Boru Bifftu 2, Bewket Tadesse Tiruneh 2, Degefaye Zelalem Anlay 2, Eshetu H/Selassie Engda 2 1 Department of Epidemiology and Biostatistics, College of Medicine and Health Sciences, Institute of Public Health, University of Gondar, Gondar, Ethiopia. 2 Department of Nursing, College of Medicine and Health Sciences, University of Gondar, Gondar, Ethiopia. Correspondence to: Berihun Assefa Dachew, berihunassefa21@gmail.com Received September 1, 2015 Accepted September 9, 2015 Abstract Background: Academicians play a crucial role for the quality of education. Their satisfaction will affect the quality of service they render. However, there is no study in Ethiopia that determines t h e intention to leave among t h e university staffs. Objectives: To assess t h e intention to leave and associated factors among the academic staffs of the University of Gondar, Northwest Ethiopia. Materials and Methods: This institution-based, cross-sectional study was conducted from April 14 to 20, A total of 332 academic staffs were selected in the study using simple random sampling method. The questionnaire was coded and entered to EPI INFO version and, then, exported to SPSS software, version 20, for analysis. Data were collected using pretested and structured self-administered questionnaire. Bivariate and multivariate logistic regression models were fitted to identify the factors associated with t h e intention to leave. An adjusted odds ratio ( A O R ) with 95% confidence interval was computed to determine the level of significance. Results: The proportion of intent to leave in the profession was found to be 66%. Being a male subject (AOR: 2.2; 95% CI:1.2, 4.5), teaching experience of more than 10 years (AOR: 4.6; 95% CI: 1.5, 6.5), job position (AOR: 2.8; 95%: CI 1.27, 6.3), dissatisfaction with pay and benefit (AOR: 1.8; 95% CI 1.08, 3.16), and dissatisfaction with autonomy and professional opportunities (AOR: 4.0; 95% CI: 1.94, 8.2) were the factors significantly associated with the intention to leave. Conclusion: Intention to leave among t h e academic staffs was found to be high. Strategies that focus on increasing autonomy and professional opportunity, gratifying pay and benefit, and retention of senior academic staffs were recommended. KEY WORDS: Academic staffs, intention to leave, University of Gondar Introduction The educational sector is very important for the development of any country. Academicians play a crucial role in Access this article online Website: DOI: /ijimer Quick Response Code: this sector and the society they live in. Their satisfaction will affect the quality of service they render. [1] Teachers turnover and the intention to leave are the critical issues for university administrators and educators because of the implications for future hiring practices and concern for the retention of good teachers. [2] Turnover is costly for the organization. It involves the separation cost such as the cost use in recruiting and selecting new employee and the cost involved during the training period. [3] Job dissatisfaction is the main predictor of turnover intention. [4] Job dissatisfaction leading to organizational symptoms includes increased absenteeism, performance decline, and poor interpersonal relationships both with the colleagues and the students. [5] However, students need International Journal of Innovations in Medical Education and Research Online Berihun Assefa Dachew. This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0 International License ( allowing third parties to copy and redistribute the material in any medium or format and to remix, transform, and build upon the material for any purpose, even commercially, provided the original work is properly cited and states its license. International Journal of Innovations in Medical Education and Research 2016 Vol 2 Issue 1 (Online First) 1

2 mentally and physically fit teachers who can guide them as they find their way in our world. On the other hand, organization with more satisfied employees tends to be more effective; besides, happy workers are more likely to stay in the organization and be productive workers. [6] Therefore, in order for an organization to be successful and remain competitive, the organization must continuously ensure the satisfaction of their employees and should reduce the turnover in the organization. Studies indicate that low levels of job satisfaction, less teaching salaries and benefits, lack of professional prestige, lack of professionalism, collegiality, recognition, lack of motivation, working condition, lack of recognition, poor school infrastructure, lack of educational opportunities, lack of support with supervisors and incompetent, and uncooperative admin istrative are the factors associated with the intention to leave. [2,7 10] Actual turnover is more difficult to predict, because it involves the study of those individuals who have left their organi zations. It is difficult to trace such individuals and retrieve data from them. However, turnover intent is termed to be the most predictive sign of actual turnover in an organization. [11] Even though there are few associate studies that have examined the relationship between the concept of job satisfaction and turnover intentions, there is no study conducted in Ethiopia that determines the intention to leave and factors associated with it among the academic staffs. So, the aim of this study is to determine the proportion of the intention to leave and associated factors among academic staffs of the University of Gondar (UoG), Northwest Ethiopia. The finding will help the University administrators to design strategies to increase staff satisfaction and reduce turnover intention. Materials And Methods Study design and period This institution-based, cross-sectional, quantitative study was conducted from April 14 20, The study was conducted in the UoG, which is located 748 km away from Addis Ababa, the capital city of Ethiopia, to the northwest direction. There were about 1,400 academic staffs in the university during the study period. Sample size and sampling technique The sample size was determined by using single population proportion formula using EPI INFO StatCalc program. By considering 10% nonresponse rate, the final sample size became 332. Simple random sampling technique was used to select the study participants. Data collection tools and procedures Data were collected using pretested, structured, selfadministered English version questionnaire. Six items related to the intention to leave were used to measure the same among the respondents. Each item was answered on a fivepoint Likert scale, which ranges from 1 strongly disagree to 5 strongly agree. In this study, the academic staffs who scored more than 60% of the sum of all the intention to leave scale items were considered as showing the intention to leave. To measure the job satisfaction among the academicians, 37 items with five satisfaction subscales [i.e., autonomy and professional opportunity (10 items), scheduling (6 items), support (7 items), relationship and interaction (4 items), and pay and benefit (10 items)] were used. Each item was rated on a five point Likert scale ranging from very dissatisfied (scoring one) to very satisfied (scoring five), with higher scores representing greater satisfaction. The academic staffs who scored >60% of the sum of the satisfaction scales were considered as satisfied. Similarly, organizational commitment was measured by 22-item scales with three subscales [i.e., affective commitment (8 items), continuance commitment (8 items), and normative commitment (6 items)]. Each item was rated on a five-point Likert scale ranging from strongly disagree (scoring one) to strongly agree (scoring five). A score with more than 60% of the sum of the commitment scales represented a high organizational commitment. The reliability of the tool for each subscale was checked using Cronbach s alpha reliability test with a score of greater than 0.8. Data processing and analysis Data clean up and cross-checking were done before analysis. The questionnaire was coded and entered to EPI INFO version and, then, exported to SPSS software, version 20, for analysis. Both the descriptive and analytical statistical procedures were utilized. Descriptive statistics for the presentation of demographic data including the gross amount, percentage, or mean, and standard deviation (SD) were used. Tables were also used for data presentation. Binary logistic regression model was used to identify the correlates of the intention to leave among the academic staffs. All the variables were fitted in to multiple logistic regression model for controlling the possible effect of confounders, and, finally, the variables that showed a significant association with the intention to leave were identified on the basis of odds ratio (OR), with 95% CI and p < Model fitness was checked using Hosmer Lemeshow goodness-of-a-fit test (p = 0.6). Ethics statement The study was approved by the Institute Review Board of the UoG. Written informed consent was obtained from the respondents who were selected to participate in the study. Results A total of 300 academic staffs participated in the study with the response rate of 90.36%. Of the respondents, 243 (81%) were male subjects. The mean (SD) age of the respondents was 29.9 (± 6.34) years. The median inter quartile rage teaching experience of the respondents was 5 (3 7) years. More than half the number (55%) of the respondents was lecturers in academic rank [Table 1]. 2 International Journal of Innovations in Medical Education and Research 2016 Vol 2 Issue 1 (Online First)

3 Table 1: Sociodemographic characteristics of respondents, University of Gondar, Northwest Ethiopia, April 2014 (n = 300) Variables Frequency (%) Age (years) (66.0) (28.0) 40 or older 18 (6.0) Sex Male 243 (81.0) Female 57 (19.0) Marital status Single 167 (55.7) Married 133 (44.3) Academic rank Technical assistant 37 (12.3) Graduate assistant 45 (15) Assistant lecturer 19 (6.3) Lecturer 165 (55.0) Assistant professor and above 34 (11.3) Work experience (years) (54.7) (35.7) (5) More than (4.7) Job position Only teaching 243 (84.3) Additional responsibility (e.g., school head) 47 (15.7) Having dependent family member Yes 152 (50.7) No 148 (49.3) Monthly salary in Ethiopian Birr Less than 1, (10.0) 1,500 2, (4.7) 2,501 3, (10.0) 3,501 5, (59.7) More than 5, (15.7) Intention to leave The proportion of the intention to leave among the academic staffs was found to be 66%. A relatively higher proportion of intention to leave was found among the male staffs (67.9%) when compared with the female subjects (57.8%). Job satisfaction and organizational commitment More than three-fourth (82.7%) of the respondents was satisfied with the relationship and interaction dimension of job satisfaction. On the other hand, more than half the number (55.7%) of the respondents were dissatisfied with the pay and benefit dimension. With regard to organizational commitment, 196 (65.3%) of the respondents showed a high normative commitment [Table 2]. Table 2: Job satisfaction and organizational commitment among the academic staffs of University of Gondar, Northwest Ethiopia, April 2014 (n = 300) Variables Frequency (%) Job satisfaction Autonomy and professional opportunity Satisfied 211 (70.3) Unsatisfied 89 (29.7) Scheduling Satisfied 218 (72.7) Unsatisfied 82 (27.3) Support Satisfied 174 (58) Unsatisfied 126 (42) Relationship and interaction Satisfied 248 (82.7) Unsatisfied 52 (17.3) Pay and benefits Satisfied 133 (44.3) Unsatisfied 167 (55.7) Organizational commitment Affective commitment Satisfied 189 (63) Unsatisfied 111 (37) Continuance commitment Satisfied 135 (45) Unsatisfied 165 (55) Normative commitment Satisfied 196 (65.3) Unsatisfied 104 (34.7) Factors associated with intention to leave In the multivariate logistic regression analysis, being male, work experience more than 10 years, job position, lack of satisfaction with pay and benefit, dissatisfaction with autonomy, and professional opportunity were the factors significantly associated with the intention to leave [Table 3]. Discussion Although turnover is costly for the organization, in this study, the proportion of intention to leave among the respondents was found to be 66%. This proportion was higher in comparison with the studies conducted in the United States, Denver University of Colorado, with 42% who were seriously considering leaving academic medicine in the next 5 years. [12] This difference might be attributed to economic factors. Because the current study was performed in Ethiopia (developing country), most participants are less satisfied with the payment and benefit rendered from their university that initiates the process of looking for another job. International Journal of Innovations in Medical Education and Research 2016 Vol 2 Issue 1 (Online First) 3

4 Table 3: Bivariate and multivariate logistic regression analyses of factors associated with the intention to leave among the academic staffs, University of Gondar, Northwest Ethiopia, April 2014 (n = 300) Variables Intent to leave OR with 95% CI P Sex Yes No Crude Adjusted Male (0.8, 2.7) 2.2 (1.2, 4.5)* Female Marital status Single (1.04, 2.74) 1.2 (0.68, 2.23) 0.48 Married Work experience (years) < (0.34, 1.04) 0.5 (0.29, 0.92)* (1.2, 11.5) 4.6 (1.5, 6.54)* > (1.08, 10.5) 3.3 (1.05, 6.7)* Job position Teaching (0.9, 3.2) 2.8 (1.27, 6.3)* Teaching + other a Autonomy Satisfied <0.001 Unsatisified (2.7, 10.6) 4.0 (1.94, 8.2)* Scheduling Satisfied Unsatisfied (1.9, 7.0) 1.6 (0.76, 3.4) Support Satisfied Unsatisfied (1.5, 4.3) 1.4 (0.76, 2.6)* Pay and benefit Satisfied Unsatisfied (1.6, 4.5) 1.8 (1.08, 3.16)* Affective commitment High commitment Low commitment (1.1, 3.3) 1.1 (0.6, 2.05) Normative commitment High commitment Low commitment (1.2, 3.6) 0.99 (0.5, 1.9) a Refers to additional responsibility in addition to teaching such as school head, program coordinator, and student dean. *Statistically significant at p < In this study, the proportion to intention to leave was higher among t h e male employees (67.9%) when compared with their female counterparts (57.8%). This finding is also supported with multivariate logistic regression analysis. Male academicians were two times more likely to leave their institution when compared with the female subjects (Adjusted odds ratio (AOR: 2.2; 95% CI: 1.2, 4.5). In this particular study, the likelihood of intention to leave was higher among t h e employees who presented more than 10 years of experience when compared with those who worked for less than 5years (AOR: 4.6; 95% CI: 1.5, 6.5), indicating employee turnover demand a serious management attention. Because the current salary system for the academic staffs in Ethiopia considers only academic rank rather than service, it may demotivate the more-experienced staffs. Thus, revising the current salary payment and retaining well-experienced workers in organization are very important. Not having additional responsibility in the work place other than teaching was found to be another important factor asso ciated with the intention to leave. Academic staffs who showed no additional responsibility were nearly three times more likely to leave their institution when compared with 4 International Journal of Innovations in Medical Education and Research 2016 Vol 2 Issue 1 (Online First)

5 those who showed additional responsibility such as school head (AOR: 2.8; 95% CI: 1.27, 6.3). This is because the responsibility and recognition will motivate staffs and can also become as considerable factors of job satisfaction for faculty members, which can contribute toward their turnover intentions. Among the job satisfaction subscales, dissatisfaction with autonomy and professional opportunity and dissatisfaction with pay and benefit were significantly associated with the intention to leave. Academicians who were not satisfied with autonomy and professional opportunity were four times more likely to leave when compared with those who were satisfied (AOR: 4.0; 95% CI: 1.94, 8.2). This may be because the academicians who showed less autonomy for their decision and professional opportunity may present job dissatisfaction, because it does not give them a chance to grow and develop their own abilities, which in turn lead to a high intention to leave their job. Similarly, teachers who were not satisfied on pay and benefit subscale of job satisfaction were nearly two times more likely to leave their job when compared with those who were satisfied (AOR: 1.8; 95% CI: 1.08, 3.16). This may be because, if an academician perceived that the amount of pay and benefit they received is not proportional to the amount of task they accomplish, they prefer to search for new job in order to fulfill their need. The finding is consistent with other studies. [7 9] Limitation of the study The study was based on self-reported information provided by respondents. Therefore, there is some potential for reporting bias, which may have occurred because of the respondents interpretation of the questions or desire to report their emotions in a certain way or simply because of inaccuracies of responses. The study was conducted in one university; so, the result may not be generalized to all the academic staffs working in other universities in Ethiopia. Lack of published research in Ethiopia limits the discussion part of the article. Furthermore, this study was not triangulated with qualitative method. Conclusion The proportion of intention to leave was found to be high. Being male, teaching experience more than 10 years, job position, dissatisfaction with autonomy and professional opportunity, and dissatisfaction with pay and benefit were the factors associated with intention to leave. When competent teachers quit, they depart with critical knowledge and experience that are essential for maintaining a competitive advantage. Thus, retaining competent senior staffs in organization is recommended in order for an organization to be successful. Moreover, sharing responsibility, providing autonomy and professional opportunity, and gratifying the pay and benefit aspects of job satisfaction need to be considered. Further research to expand the study to a larger group of faculty members by including other universities is also recommended. Acknowledgment The authors would like to acknowledge the UoG for providing financial support. The authors would also like to thank the facilitators and study participants for their dedicated cooperation and making the study possible. References 1. Terspstra DE, Honoree AL. Job satisfaction and pay satisfaction levels of university faculty by discipline type and by geographic region. Education 2004;124(3). 2. Johnsrud LK, Rosser VJ. Faculty members morale and their intention to leave. a multilevel explanation. J High Educ 2002;73(4): Connolly KG, Connolly PM. Competing for employees: proven marketing strategies for hiring and keeping exceptional people Toronto. Lexington, MA.: Lexington Books, Milkovich GT, Boudreau JW, Milkovich C. Human Resource Management, 8th edn. New York: Irwin/McGraw-Hill, Cunningham WG. Teacher burnout solutions for the 1980s: a review of the literature. Urban Rev 1983;15(1): Robbins SP, Judge TA. Organizational Behavior. New Jersey: Pearson Education, Inc., Leung DYP, Lee WWS. Predicting intention to quit among Chinese teachers: differential predictability of the components of burnout. Anxiety, Stress, and Coping 2006;19(2): Marlow L, Inman D, Betancourt-Smith M. Teacher Job Satisfaction. Natchitoches, LA: Northwestern State University, Hutchings M, Menter I, Ross A, Thomson D, Bedford D. Teachers Supply and Retention in London: A study of six London boroughs Report. London: TTA, Ofili AN, Usiholo EA, Oronsaye MO. Psychological morbidity, job satisfaction and intentions to quit among teachers in private secondary schools in Edo State, Nigeria Ann Afr Med 2009;8(1): Bluedorn AC. A unified model of turnover from organizations. J Human Relations 1982;35(2): Lowenstein SR, Fernandez G, Crane LA. Medical school faculty discontent: Prevalence and predictors of intent to leave academic careers, USA, Denver, Colorado University. BMC Med Educ 2007;7:37. How to cite this article: Dachew BA, Birhanu AM, Bifftu BB, Tiruneh BT, Anley DZ, Eshetu H/Engda S. High proportion of intention to leave among academic staffs of the University of Gondar, Northwest Ethiopia: a cross-sectional institution-based study. Int J Innov Med Educ Res 2016;2 (Online First). DOI: /ijimer Source of Support: This study was funded through extra mural grant of Indian Council of Medical Research, Conflict of Interest: None declared. International Journal of Innovations in Medical Education and Research 2016 Vol 2 Issue 1 (Online First) 5

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