Fostering Faculty Retention and Engagement through Occupational Health and Psychological Safety Programs: The Role of Institutional Safety Culture in Higher Education

Abstract

Faculty turnover in higher education is a growing concern primarily related to increasing stress levels, overwhelming workloads, job dissatisfaction, and academic career competition. This research examines how the engagement and retention of academic staff in universities are influenced by the proliferation of Occupational Health and Safety (OHS) training, psychological safety (PS) climate, and institutional safety perceptions among them. On the Conservation of Resources (COR) theory, the research focused on the impacts that OHS training had resulted to faculty outcomes, where institutional safety culture is considered a moderator through psychological safety. Questionnaires that were self-reports and time-lagged were gathered among 250 faculty members working in both public and private universities in Pakistan. Regression, mediation, and moderation methods were applied in the data analysis. The research results suggest that a successful OHS education intervention is associated with increased organizational commitment and reduced turnover thoughts, with psychological safety serving as the mediating factor. The research advocates for creating an academic safety culture and introducing comprehensive OHS training plans as measures to increase faculty attention and retention. The theoretical and practical implications of the theory and research directions are mentioned.