Does Perceived Organizational Support Affect Work Engagement among Academic Staff at Higher Education in Libya? An empirical study at Misurata University

Does Perceived Organizational Support Affect Work Engagement among Academic Staff at Higher Education in Libya

Abstract

This research is based on the theoretical foundations of Social Exchange Theory and Organizational Support Theory to examine effects that Perceived Organizational Support (POS) have on Workplace Engagement (WE) in the context of higher education in Libya. It aims to bridge the knowledge and contextual gaps regarding effects of POS on WE, thereby interpreting and controlling WE in higher education institutions. A descriptive correlational study was designed by quantitatively measuring the both variables. Data were collected from 261 faculty members at Misrata University via a questionnaire. Results showed a moderate level of POS with an average of (2.95) and a high level of WE with an average of (3.72). Results highlighted a statistically significant positive effect of POS on WE among faculty members, with a correlation coefficient of (R = 0.44) and an adjusted coefficient of determination (Adjusted R² = 0.193). This indicates that POS explains approximately 19% of the variance in WE, as regression model showed statistical significance (F = 63.246, p < 0.001). Results also highlighted that the highest-ranking dimension of POS was "Supportive Leader Behavior" (Adjusted R² = 0.235), followed by Organizational Justice (Adjusted R² = 0.113), while the other two dimensions of Participation in Decision-Making and Work Environment Conditions each had an (adjusted R² = 0.106). These findings reinforce the importance of interactional social variables in explaining WE. Therefore, developing engagement among faculty members should be based on developing interactive variables such as Transformational Leadership and Supportive Leadership Behaviors.