The Mediating Role of Psychological Ownership in the Impact of Human Resource Management Practices on Employee Loyalty
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Abstract
Higher education is entrusted with the pivotal roles of talent cultivation and scientific research. The loyalty and stability of teachers, being central to the educational ecosystem, are imperative for the flourishing of colleges and universities. The disparity in higher education resource allocation across China, particularly between the coastal regions of the east and the inland areas of the west, intensifies the difficulty Western universities face in attracting and retaining quality educators. In this study, a questionnaire was distributed among 540 faculty members at the Sichuan University of Technology, an institution situated in the resource-constrained western part of China. The analysis of the data was conducted utilizing Partial Least Squares Structural Equation Modeling (PLS-SEM), to examine the hypotheses posited within the theoretical framework. This study sought to comprehensively understand the influence of human resource management practices in academia on enhancing teacher loyalty and diminishing their inclination to depart, mediated by the construct of psychological ownership. The findings reveal that adept human resource management practices will directly bolster teacher loyalty and their sense of psychological ownership. Furthermore, psychological ownership exerts a notable impact on teacher loyalty and serves as a critical intermediary linking human resource management practices to teacher loyalty. This study offers feasible strategies for institutions in western China to augment teacher loyalty, addressing the challenge of brain drain and fostering equitable progress in higher education across the nation.
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