Abstract
The aim of this study is to examine the relationship between job resources, namely autonomy, social support andperformance feedback and work engagement. Data were gathered through questionnaire from a sample ofacademicians (n = 532) who worked in four public universities (Mu’tah University, The University of Jordan,The Hashemite University and Yarmouk University) located in the southern, middle and northern region ofJordan. Results indicate that autonomy, social support and performance feedback were a significant factor ininfluencing academicians work engagement. These findings generally supported past findings, which suggestedthat employees are more likely to engage with their work if they are given the autonomy, social support andperformance feedback. The findings were discussed and implications were also put forward.
Highlights
Organizations are becoming more convinced that staff engagement is the secret to maintaining business success and profitability
The aim of this study is to examine the relationship between job resources, namely autonomy, social support and performance feedback and work engagement
The purpose of this paper is to report findings of a research study that explored the possible influence of job resources such as autonomy, social support and performance feedback on work engagement among the academicians
Summary
Organizations are becoming more convinced that staff engagement is the secret to maintaining business success and profitability. One of the reasons why organizations start to place greater emphasis on employees’ work engagement is because it has positive and beneficial consequences at the individual and organizational levels, and these include organizational commitment, physical health and business-unit performance. High levels of work engagement can lead to greater commitment and satisfaction, lower absenteeism and quit rates, improved health and well-being, and better in-role and extra-role performance. Studies have shown how high teaching commitments, and pressure in attracting external funding have become the sources of job-related stress for academics, while high role conflict such as demands of teaching, research, and administration has been related to high levels of job dissatisfaction and anxiety (Gillespie, Walsh, Winefield, Dua &Stough, 2001; Kinman, 2001; Winefield, Boyd, Saebel, & Pignata, 2008; Sonnentag & Frese, 2003; Winefield, Gillespie, Stough, Dua, Hapuarachchi, & Boyd, 2003)
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