Date of Award

5-2025

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

School

Leadership

Committee Chair

Dr. Casey Maugh Funderburk

Committee Chair School

Leadership

Committee Member 2

Dr. Bhagyashree Barhate

Committee Member 2 School

Leadership

Committee Member 3

Dr. Jonathan Beedle

Committee Member 3 School

Leadership

Committee Member 4

Dr. H. Quincy Brown

Committee Member 4 School

Leadership

Abstract

One of the most important assets in an organization is its employees (Chong & Lee, 2017). Developing staff employees is critical in the university setting (Gornitzka & Larsen, 2004), in addition to satisfying and retaining them (Grohnert et al., 2021). Given today's volatile, uncertain, complex, and ambiguous (VUCA) world, staff development is more vital than ever in the workplace (Gibson, 2020). Higher education institutions should be concerned about employee's professional development (Gerken et al., 2016), not only academic staff but also non-academic staff. Additionally, organizations should ensure employees are satisfied by offering learning and development opportunities, which can contribute to employees' likelihood of remaining in an organization (Grohnert et al., 2021; Kaye & Jordan-Evans, 2000).

This study examined the influence of non-academic staff's perceived value of professional development (PD) on job satisfaction (JS) and anticipated turnover (AT) in higher education. The quantitative, non-experimental, correlational study used a cross-sectional design and simple random sampling to select participants from a population of 280 non-academic staff currently employed at a higher education institution. A validated self-administered survey was used to collect data on PD, JS, and AT, which helped to understand employee retention within an organization. Correlational test analysis was used to determine if the three variables were related (Trochim, 2006). Statistical analysis for this study used tests to examine non-academic staff's perceived value of PD on JS and AT in higher education. Multiple linear regression analysis was used to determine the relationship between PD and JS and PD and AT while controlling for individual demographics—race, age group, gender, years of experience, and education. Hence, the study aimed to provide insights into PD practices to enhance non-academic staff’s job satisfaction and retention in higher education.

Findings from the research study revealed a positive relationship between professional development and job satisfaction and a negative relationship between professional development and anticipated turnover. Likewise, demographic differences may have an influence on the relationship between PD and JS and PD and AT. Therefore, providing professional development opportunities for non-academic staff may enhance job satisfaction and minimize anticipated turnover, benefitting the employee and institution.

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