WOLLO UNIVERSITY

COLLEGE OF BUSINESS AND ECONOMICS

DEPARTMENT OF MANAGEMENT
MBA PROGRAM

THE EFFECT OF EMPLOYEE ENGAGEMENT ON TURNOVER

INTENTION IN THE CASE OF WOLLO UNIVERSITY

BY: SEID AHMED ARAGAW

JANUARY, 2024
DESSIE, ETHIOPIA
 WOLLO UNIVERSITY
COLLEGE OF BUSINESS AND ECONOMICS
DEPARTMENT OF MANAGEMENT
MBA PROGRAM

THE EFFECT OF EMPLOYEE ENGAGEMENT ON TURNOVER

INTENTION IN THE CASE OF WOLLO UNIVERSITY

A THESIS SUBMITTED TO WOLLO UNIVERSITY COLLEGE OF BUSINESS AND

ECONOMICS DEPARTMENT OF MANAGEMENT IN PARTIAL FULFILLMENT
OF THE REQUIREMENTS FOR THE DEGREE OF MASTERS OF BUSINESS
ADMINISTRATION (MBA)

BY: SEID AHMED ARAGAW

ID NO: - SGSE/0060/14
UNDER THE GUIDANCE OF:

TESHOME TESEMA (ASS. PROFESSOR)

JANUARY, 2024
DESSIE, ETHIOPIA

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 APPROVAL SHEET
WOLLO UNIVERSITY

SCHOOL OF GRADUATE STUDIES

As Thesis research advisor, I hereby certify that I have read and evaluated this Thesis
prepared, under my guidance by student Seid Ahmed, entitled “The Effect of Employee
Engagement on Turnover Intention in the Case of Wollo University”, South Wollo,
Amhara Region’’

As member of the Board of Examiners of the Master thesis open Defense Examination, we
certify that we have read, evaluated the Thesis prepared by student Seid Ahmed. We
recommend that the thesis be accepted as fulfilling the Thesis requirement for the Degree of
Master of Business Administration (MBA).
____________________ _________________ _______________
Name of Chairman Signature Date
____________________ _________________ __________________
Name of Major Advisor Signature Date
________________ _________________ _________________
Internal Examiner (Name) Signature Date
_______________ _________________ _________________
External Examiner (Name) Signature Date
___________________ _________________ _________________

Final approval and acceptance of the thesis is contingent upon the submission of the final
copy of the thesis to the Council of Graduate Studies (CGS) through the Departmental
Graduate Committee (DGC) of the candidate’s major department.
I hereby certify that I have read this thesis prepared under my direction and recommend that
will be accepted as fulfilling the thesis requirement.
………………………………… …………… …………………
Post Graduate Office Signature Date

iii
 DECLARATION
First, I declare that this thesis is my work and that all sources of materials used for this thesis
have been fully acknowledged. This thesis has been submitted in partial fulfillments of the
requirements for a MBA to Wollo University. I also declare that this thesis is not submitted to
any other institution for the award of any academic degree, diploma, or certificate. Brief
quotations from this thesis are allowable without special permission, provided that accurate
acknowledgement of the source is made.

Requests for permission for extended quotation from or reproduction of this manuscript in
whole or in part may be granted by the head of the major department or the dean of the Post
Graduate Studies. In all other instance, however, permission must be obtained from the
author.

Name: Seid Ahmed Signature: ………………..

Place: Wollo University, Dessie

Department of Management

Program: MBA

Date of Submission: January, 2024

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 ABBREVIATIONS AND ACRONYMS

WU: Wollo University

HRM: Human Resource Management
SPSS: Statistical Package for Social Sciences
HBR: Harvard Business Review
ETI: Employee Turnover Intension
OS: Organizational Support
LD: Learning & Development
WE: Working Environment
EE: Employee Engagement

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 ACKNOWLEDGEMENTS
It is the grace, mercy, charity, forgiveness, help and kindness of the one almighty lord that
made me still alive, achieve this success and strength and to go through all the difficult times.

While there are several people who have helped me in one-way or another to achieve the
completion of this thesis, it would have not been possible without the guidance, support and
expertise of my thesis advisor Teshome T. (Asst. Prof.). Therefore, I would like to begin by
thanking Teshome T. for his constructive comments and outstanding help with this thesis, for
allowing me the complete freedom to pursue this study, to work on my own initiative and for
making me to use the potential that I have with confidence on my ability.

Next, I cannot afford to leave out the precious support of my family and friends who showed
much devotion to the success of my thesis and for all the positive comments, supports and
cooperation you gave me while doing this research.

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 TABLE OF CONTENTS
APPROVAL SHEET...............................................................................................................................ii
DECLARATION....................................................................................................................................iii
ABBREVIATIONS AND ACRONYMS...............................................................................................iv
ACKNOWLEDGEMENTS.....................................................................................................................v
LIST OF TABLES.................................................................................................................................vii
LIST OF FIGURES..............................................................................................................................viii
ABSTRACT...........................................................................................................................................ix
CHAPTER ONE: INTRODUCTION......................................................................................................1
1.1 Background of the study................................................................................................................1
1.2 Statement of problem....................................................................................................................3
1.3 Basic Research Questions..............................................................................................................5
1.4 Objective of the study....................................................................................................................5
1.4.1 General objective of the study................................................................................................5
1.4.2 Specific objectives of the Study..............................................................................................5
1.5 Hypothesis of the study.................................................................................................................5
1.6 Significance of the study...............................................................................................................6
1.7 Scope of the study.........................................................................................................................6
1.8 Definitions of key terms................................................................................................................6
1.9 Organization of the Study..............................................................................................................7
CHAPTER TWO: LITERATURE REVIEW..........................................................................................8
2.2 Empirical Review........................................................................................................................15
2.2.1. Relationship between Employee Engagement and Turnover Intention...............................15
2.3 Conceptual Framework................................................................................................................17
CHAPTER THREE: RESEARCH METHODOLOGY........................................................................18
3.1 Introduction.................................................................................................................................18
3.2 Research design...........................................................................................................................18
3.3 Research approach.......................................................................................................................18
3.4 Data sources and data collection methods...................................................................................19
3.5 Target population, Sampling Design and Sampling Size............................................................19
3.5.1 Target population.................................................................................................................19
3.5.2 Sample Size and Sampling Techniques...............................................................................19
3.6 Data Gathering Instruments.........................................................................................................20
3.7 Data Analysis and Presentation...................................................................................................21
3.6 Reliability, Validity and Normality.............................................................................................22
3.7 Ethical consideration...................................................................................................................22

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CHAPTER FOUR: RESULT AND DISCUSSIONS............................................................................23
4.1 Response Rate.............................................................................................................................23
4.2 Description of Respondent’s Profile............................................................................................23
4.3 Reliability and Validity Test.......................................................................................................25
4.4.Descriptive Analysis for Scale Type Questions/ Items...............................................................26
4.4.1. Effect of Leadership Exercise on Employee Turnover intention........................................26
4.4.2 Effect of Communication on Employee Turnover Intention...............................................27
4.4.3 Effect of Learning & Development on Employee Turnover Intention................................28
4.4.4 Effect of Organizational Support on Employee Turnover Intention...................................29
4.4.5 Effect of Working Environment on Employee Turnover Intention.....................................30
4.4.6 Employee Turnover Intention..............................................................................................32
4.5 Results on Pearson Correlation Analysis.....................................................................................34
4.6.Results on Multiple Linear Regression Analysis........................................................................35
4.6.1 Multicollinearity Test Results..............................................................................................35
4.6.2 Normality Test Result..........................................................................................................36
4.6.3 Homoscedasticity Test.........................................................................................................37
4.6.4 Independence of Errors (Autocorrelation) Test Result........................................................38
4.6.5 Linearity test........................................................................................................................38
4.6.6 Regression Model Fitting Summary and Coefficients.........................................................39
4.7 Hypotheses Testing.....................................................................................................................41
4.8 Results of qualitative data analysis..............................................................................................43
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS.............................44
5.1 Summary of Major findings.........................................................................................................44
5.2 Conclusion...................................................................................................................................45
5.3 Recommendations........................................................................................................................46
REFERENCES......................................................................................................................................47
APPENDEX A: QUESTIONNAIRE USED FOR THE STUDY (ENGLISH)....................................50
APPENDEX B: INTERVIEW GUIDLINE FOR TOP MANAGMENTS AND HUMAN RESOURCE
OFFICALS.............................................................................................................................................53
APPENDEX C: QUESTIONNAIRE USED FOR THE STUDY (AMHARIC)...................................54

LIST OF TABLES

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Table 3.1: Population of Study and Sampling frame...............................................................20

Table 4.1: Response rate..........................................................................................................23

Table 4.2: Demographic characteristics of the respondents.....................................................24
Table 4.3: Reliability Analysis.................................................................................................26
Table 4.4: Leadership Exercise on Employee Turnover Intention..........................................26
Table 4.5: Communication on Employee Turnover Intention.................................................28
Table 4.6: Learning & Development on Employee Turnover Intention..................................29
Table 4.7: Organizational Support on Employee Turnover Intention......................................30
Table 4.8: Working Environment on Employee Turnover Intention.......................................31
Table 4.9: Employee Turnover Intention.................................................................................32
Table 4.10: Results Pearson Correlations................................................................................35
Table 4.11: Checking Multicollinearity in the Regression Model...........................................36
Table 4.12: Multiple Regression Analysis Model Summary Result........................................39
Table 4.13: ANOVA Table of Regression Analysis Result.....................................................40
Table 4.14: Fitted Regression Analysis Results.......................................................................41

LIST OF FIGURES
Figure 2.1: Measurement of employee engagement................................................................12

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Figure 2. 2: Conceptual framework of the study, 2023............................................................17
Figure 4.1: Histogram of standardized residuals for normality test.........................................37
Figure 4.2: Scatter plots of standardized residuals for homoscedasticity test..........................38
Figure 4.3: P-P plot of residuals to test linearity......................................................................39

ABSTRACT
Employee turnover is a major challenge facing the federal workforce, which has lost more
employees to voluntary turnover than any other form of turnover. Realizing this, the main aim
of this research was to analyze the effect of the five EE dimensions on Employee Turnover

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Intension (ETI) in Wollo University, Dessie campus. The study used both primary and
secondary data sources. The target population of this study is 2138 employees that cover
1251 academic staffs and 887 administrative staffs who are permanently employed in Wollo
University. Stratified random sampling technique was employed. Questionnaire was designed
to collect relevant data from the selected 337 respondents and only 328 questionnaires were
completed and analyzed. Both descriptive and inferential analytical techniques were used.
Statistical Program of Social Science (SPSS) version 25 tool was used to generate data that
was presented in tables as was necessary. The findings indicate that employees with higher
engagement levels are less likely to report an intention to leave their jobs than those with
lower engagement levels. Correlation analysis showed that all variables (All engagement
factors) had negative relationship with Employee Turnover Intension (ETI). The multiple
regressions result indicated that all the independent variables (All engagement factors)-
Leadership exercise (LE), Communication (C), Learning & Development (LD),
Organizational Support (OS) and Working Environment (WE) had significant negative effect
on Employee Turnover Intension (ETI). The regression result showed that the independent
variables used in the study explain about 73% of variability on Employee Turnover Intention
(ETI). Increasing employee engagement can have a positive effect on retaining a productive
federal workforce. Wollo University is expected to provide rewards and increase incentives
for high-performing employees to maintain employee engagement and can reduce employee
turnover intention. To retain an effective federal workforce, human capital management
practices are needed to optimize factors that reduce turnover intention.

Keywords: Employee engagement, Turnover Intentions, effect

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 CHAPTER ONE: INTRODUCTION

1.1 Background of the study

Around the world there is currently great deal of interest in the concept of employee
engagement. Employee engagement is the extent of employees' involvement to their works
which depends on organizational practices to achieve organizational goal. Saks and Gruman
(2014) have identified employee engagement as the key to achieve organizational success and
competiveness.

HRM practitioners need to move beyond the routine administration of annual engagement
surveys and need to embed engagement in HRM policies and practices such personnel
selection, socialization, performance management, and training and development (Albrecht,
et'al., 2015) Employee engagement is an emerging concept in business, management,
organizational psychology and human resource development fields (Wollard and Shuck,
2011).

Because of its positive effect on both the employees and the organization (Georgiades, 2015;
Rana, Ardichvili and Oleksandr, 2014), in recent years employee engagement becomes an
emerging and evolving concept (Wollard and Shuck 2011 and Welch, 2011). The general
thinking on the notion is that engaged employees give more of what they have to offer, and
that as a result, an engaged workforce is simply a more productive one (Macey et al. 2009).

Several researchers suggest that employee engagement reduces turnover intention and
increases bottom-line performance (HBR, 2013; Kim, Judith, and Kim, 2013; Macey et al.,
2009). Likewise, disengaged employees are more likely to hold intentions to leave the
organization than engaged employees (Shonebeck and Shonebeck, 2015). Furthermore,
according to Aon Hewitt (2015), the financial implications of an engaged workforce are
significant.

In today's economic instability, organizations started to look into people as an asset so that
organization can utilize their skills, knowledge, and abilities to sustain competitiveness in the
industry. This is because employees who are engaged in their work and committed to their
organizations give crucial competitive advantages, including higher productivity and lower
employee turnover. That rate of intended turnover in higher education is about ten percentage
points higher than the rate for employees generally found by McKinsey in both 2021 and
2022. Some of the hidden influences can be found among the existing employees that stay
behind. As a result, these employees experienced a sense of a shared loss and a decrease in
their work productivity. The identified challenges for faculty were; disparities in income
between genders, work conflicts, time constraints, heavy workload, and poor communication
with the institutions' administration (Obed Figueroa, 2015).

Employee turnover is the either replacement cycle each time a position is vacated voluntarily
or involuntarily (Woods, 2006). The term "turnover" is defined by Price (1977) as the ratio of
the number of organizational members who have left during the period being considered
divided by the average number of people in that organization during the period. Voluntary
turnover is when an employee chooses to quit their job. This is an involuntary turnover when
the company ends the working relationship through either layoff or discharge. Not all
employee turnovers can be controlled by the company, but the voluntary turnover rate can
and should be a priority for managers.

Griffeth and Hom (2001) offer to focus on the part of turnover that is of real concern to an
organization by differentiating between voluntary and involuntary turnover. In other words,
did the employee choose to leave the job or was it a decision made by the employer? Then,
voluntary resignations are further distinguished between functional (exit of substandard
performers) and dysfunctional (exit of effective performers).

Finally, unavoidable resignations over which the employer has no influence are also left aside
(family move, childbirth, serious illness or death). This leaves the group of avoidable
resignations as the key focus. It also implies that to allow an informed decision, turnover
rates have to be calculated down to department level, to identify which areas are most
problematic (Selden & Sowa, 2015).

Today in the world of globalization, organizations operate in a fierce competitive

environment, where they face many challenges to remain competitive in the market. One of
the major challenges that the organizations face is employee retention. Turnover rates in
organizations are increasing and disengagement is one of the contributing factors. Engaged
employees are less likely to leave their job. If an employee has no emotional commitment to
their job, there is a greater chance that they will leave to pursue a job that offers higher
remuneration or more flexible work conditions (Schaufeli & Bakker, 2004).
Turnover has a negative influence on organizations and workers (Rothausen, Henderson, &
Arnold, 2015). All organizations experience some level of turnover; however, the anticipated
wave of baby-boomer retirements can result in a dramatic loss of capacity (Goodman,
French, &Battaglio, 2015; Selden & Sowa, 2015). The global shift of businesses toward

2
knowledge-based structures requires leaders to manage employee turnover strategically
(Brymer & Sirmon, 2018; Salleh & Memon, 2015).

Furthermore, extant literature has identified turnover intention as a significant employee

behavioral outcome of lack of employee engagement (Huang, Lee, McFadden, Murphy,
Robertson, 2016; Van Schalkwyk, Du Toit, Bothma, Rothmann, 2010). An unengaged
employee in the organization is willing to quit the organization. Employee turnover intention
aimed at exit by an employee from an organization. Thus, this study focuses on the effect of
employee engagement drivers on employee turnover intention in Wollo University.
1.2 Statement of problem
Employee turnover is a serious issue for many organizations and it is mainly related with
employee engagement practices. Employees with low levels of work engagement are more
likely to have a higher intention of leaving the organization, as well as actually leaving it
(Mitchell et al., 2001b). This is considered as an acute problem due to its detrimental effects
on the organization especially when the high performing employees leave the organization.
Moreover, excessive turnover is dangerous for the organizations, and it undermines the
efficiency and productivity of the organization.

The top three challenges faced by organizations today are turnover, employee engagement
and succession planning (SHRM, 2015). In 2013 and 2012, the Society of Human Resource
Management identified employee engagement and succession planning topped the list of
H.R. concerns. While they are still some of the top three challenges listed, it seems that
growing concerns about turnover have finally overtaken them both followed by employee
engagement. It shows growing concern of employee engagement practices and its
contribution towards employee turnover (SHRM, 2015).

According to Berry (2010), both Employee Engagement and Compensation Fairness

demonstrated an inverse relationship with Turnover Intent as expected. Job Satisfaction was
found not to mediate the relationship between both Employee Engagement and compensation
Fairness with the outcome variable Turnover Intent. A study that used correlation analysis
showed the relationship between the employee engagement and turnover Intention and
revealed that there is a significant relationship between the engagement and Turnover
Intention (Reeves, et'al, 2013).

Other study findings showed subsistence of reasonable and confirmative association of

employee engagement with turnover intention and confirm the moderation of psychological

3
empowerment. The findings are important for body of knowledge and HEIs managers and
leaders in that they reflect employers can reduce turnover intention by enhancing
psychological empowerment (Ahmad, et'al, 2022).

Other study findings indicate that employees with higher engagement levels are less likely to
report an intention to leave their jobs than those with lower engagement levels. All
engagement factors—perceptions of supervisors, leaders, and intrinsic work experience—are
independently associated with turnover intention. Demographics also influenced turnover
intention; being younger, male, in a supervisory role, and having a higher education level and
shorter tenure were more likely to indicate turnover intention. Increasing employee
engagement can positively affect retaining a productive federal workforce (McCarthy, et'al.,
2020).

Turnover intention is evaluating employees’ possibility of leaving and not fulfilling their
expectations of continuity in the organization. Essentially, employee engagement results are
critically important for organizations' competitive advantage. Such organizations benefit from
high labor productivity, job satisfaction, lower turnover rates, customer satisfaction, loyalty,
etc. Based on related research findings in a given privet universities in Egypt it has been
realized that the number of academic staff has been gradually decreased, which means the
turnover of academic staff is increasing (Hegazy, 2018).

According to Sibiya et al., (2014), a factor analysis conducted on the UWES indicated that
activation accounted for 10% of the variance in turnover intentions. Age and tenure had
statistically significant negative relationships with turnover intentions, whilst qualification
and race had significant positive relationships with turnover intentions. The results also
confirmed the predictive model of employee engagement as well as the impact of the
demographic variables of race, age, tenure on turnover intentions.

The staffs of Ethiopian public higher education institutions are complaining to the
government and forwarded requests to the ministry to leave their workplaces, salary
increments, and regulation amendments, and some left their jobs. The urgent gaps observed
with regard to the effect of employee engagement on turnover intention in universities
include leadership, communication, organizational support, working environment, learning
and development. Most studies assessing employee engagement's effect on turnover
intention, such as Takele (2017) and Takele (2018) have focused on other areas, such as
private enterprises and other industries. Published information on the effect of employee

4
engagement on turnover intention in universities is scarce. Therefore, this study seeks to
determine employee engagement's effect on the turnover intention at Wollo University.
1.3 Basic Research Questions
The following key research questions guide the study:
1. What is the effect of leadership exercises as employee engagement on turnover intention?
2. What is the effect of communication as employee engagement on turnover intention?
3. What is the effect of learning and development as employee engagement on turnover
intention?
4. What is the effect of organizational support as employee engagement on turnover
intention?
5. What is the effect of working environment as employee engagement on turnover
intention?
1.4 Objective of the study
1.4.1 General objective of the study
The study's general objective is to investigate the effect of employee engagement on turnover
intention in the case of Wollo University, Dessie Campus.
1.4.2 Specific objectives of the Study
The specific objectives of the study are:
 To determine the effect of leadership exercises on turnover intention staff of Wollo
University, Dessie campus.
 To examine the effect of communication on turnover intention staff of Wollo
University, Dessie campus
 To assess the effect of learning and development on turnover intention staff of Wollo
University, Dessie campus
 To investigate the effect of organizational support on turnover intention staff of Wollo
University, Dessie campus
 To examine the effect of working environment on turnover intention staff of Wollo
University, Dessie campus
1.5 Hypothesis of the study
Ha1 : There is statistically significant relationship between leadership exercises and
employee turnover intention at WU, Dessie campus
H a 2 : There is statistically significant relationship between communication and employee
turnover intention at WU, Dessie campus

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 H a 3 : There is statistically significant relationship between learning and development and
employee turnover intention at WU, Dessie campus
H a 4 : There is statistically significant relationship between organizational support and
employee turnover intention at WU, Dessie campus
H a 5 : There is statistically significant relationship between working environment and
employee turnover intention at WU, Dessie campus
1.6 Significance of the study
In light of the significant gaps in academics and practice concerning the topic under
consideration in the Ethiopian context, this particular study would have the following notable
significance: The study offers valuable insight into the management of Wollo University,
Dessie Campus, especially for those in the human resource function. That is, it could help
them to develop policies and strategies with a better understanding. The study also would try
to identify the relationship between employee engagement and turnover intention at Wollo
University. So that, other organizations can customize and use the recommendations given by
the researcher, which are relevant to their organization setup. The area of study is relatively
young; this study may also add up its contribution to the existing, body of knowledge on
employee engagement and, finally, it will be served as a reference for further researchers for
those who have an interest in relation to this area and it helps the researcher to acquire
knowledge and skills. Besides, to its significance as a partial fulfillment of my MBA, it has a
great importance as an input for Wollo University.
1.7 Scope of the study
This study focuses on identifying employee engagement factors such as leadership style,
communication, learning & development, organizational support and working Environment,
and its effect with turnover intention in the case study organization, Wollo University, Dessie
Campus. In this study, the questionnaire is used to collect data from professional
management and non-management staffs.
On the other hand, the paper would examine only contribution of employee engagement
(using indicator dimensions) to turnover intention in Wollo University, thus, other causes of
turnover intension were not covered in this study.
1.8 Definitions of key terms
Employee Engagement: It can best be described as a harnessing of one's self to his other
roles at work. In engagement, people express themselves cognitively, physically, and
emotionally while performing their work roles (Kahn, 1990).

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Disengagement: In disengagement, people withdraw and defend themselves physically,
cognitively, or emotionally while performing their work roles (Kahn, 1990).
Employee Turnover; Turnover refers to retirement, resignation and redundancy. Employee
turnover is considered to be one of the persisting problems in organizations (Armstrong, 2009
cited in Hana and Lucie, 2011).
Turnover Intent: Turnover intent refers to the voluntary intention of an employee to leave
an organization.
1.9 Organization of the Study
The study is organized into five chapters. The first chapter deals with the background of the
study, statements of the problem, the objective of the study, research question, significance of
the study, the scope of the study, limitations of the study, operational definitions, and
organization of the research. Chapter two presents the literature review regarding the research
area and sets out the theoretical foundation and empirical studies for the research. The third
chapter outlines research methodologies that consists description of the study area, research
approach, research design, target population, sampling technique, sampling size, data
collection and measurement, data analysis, research model, validity, reliability, and ethical
considerations. The fourth chapter discussed the findings and discussions the collected data.
The last chapter presents conclusion and recommendation of the study.

7
 CHAPTER TWO: LITERATURE REVIEW

The purpose of the literature review is to examine key concepts and related research relevant
to employee engagement. This chapter presents the literature that was reviewed to provide a
theoretical and conceptual ground for the study. It starts with definition and concept of
employee engagement, continues with categories of employee engagement, definition and
concept of employee turnover intension, types of turnover, employee engagement and
employee turnover intension relationships and finally the effect of employee engagement on
employee turnover intension was discussed based on reviewed literatures. It also identifies
the research issues that was addressed and a detailed discussion of the underlying concepts
and variables.
2.1 Theoretical Literature Review
2.1.1 Definition of Employee Engagement
The study of employee engagement at a global level is worthwhile given the increasing
number of multi-national organizations and use of outsourcing. It is important to consider
whether or not the same engagement techniques work for employees in countries with
different economies and cultures. (Sandeep Kular et al., 2002)

It is argued that global research will help employers gauge their employees' level of
engagement against the norm for their own country (ISR, 2004). Previous research has shown
that organizations must adapt to different cultural values and norms when it comes to
attracting, motivating and retaining staff. ISR's (2004) study identified four issues as global
factors in managing engagement; career development, leadership, empowerment, and image
(which refers to the company's image to customers and the public). Career development was
found to influence engagement for employees in each of the ten countries studied, with the
key message being organizations with high levels of engagement provide employees with
opportunities to develop their abilities, learn new skills, acquire new knowledge and realize
their potential. The logic behind this is that when companies invest in their people in this
way, their people invest in them (Sandeep Kular, et al. (2002, p. 8)

As confirmed by many researchers like Shuck and Wollard (2010); Albrecht (2010); Anitha
(2013); Guest (2014) in the academic arena employee engagement first conceptualized in
1990 by the academic work of William A. Kahn. Employee engagement defined as follows
by different researchers. According to Kahn (1990) employee engagement is defined as ―the
harnessing of organization members' selves to their work roles; in engagement people employ
and express themselves physically, cognitively and emotionally during role performances.

8
Schaufeli et al. (2002) defined engagement as a positive, fulfilling, work related state of mind
that is characterized by vigor, dedication and absorption‖. As confirmed by Albrecht (2010)
the Schaufeli et al. (2002) definition of employee engagement is the most widely cited
definition. Shuck and Wollard (2010) also defined as the cognitive, emotional and behavioral
energy an employee direct toward positive organizational outcomes. According to Shuck et’
al., (2014) the definition given by Shuck and Wollard (2010) is considered as employee
engagement definition in the field of HRD.

According to Saks (2006, p. 600) ―much of what has been written about employee
engagement comes from the practitioner literature and consulting firms‖. The practitioners'
views are largely driven from their respective survey databases/practice rather than theory
(Balain and Sparrow 2009; Sakes 2006). Furthermore, as explained by Guest (2014) the
consultants' engagement surveys are statistical rather than conceptually driven, which leads to
a problem in defining employee engagement.

The concept of employee engagement is not entirely new as many researchers (and
organizations) have been studying it for some time using different terminology and slightly
different definitions (Lockwood, 2007). For example, employee engagement has been
defined as the extent of one's commitment (Lockwood, 2007), a work-related state of mind
involving vigor, dedication, and absorption (Schaufeli & Bakker, 2004), job characteristics
that include performing well and saying good things about your employers (Gubman, 2004),
and "the ultimate prize for employers" (Towers Perrin, 2003, p. 2).

Conversely, disengaged employees are burned out, according to Schaufeli et al. (2004). This
burnout is due, in part, to high job demands and limited resources leading to energy depletion
and decreased motivation (Bakker, Demerouti, Taris, Schaufeli, & Schreurs, 2003).

Many researchers have reported that employee engagement is a multidimensional concept

(Jones & Harter, 2005) with cognitive (or rational), emotional (or affective), and behavioral
components (Konrad, 2006). The Towers Perrin Talent Report confirmed a definition of
employee engagement that includes both emotional and rational variables.

Evidence from the USA (Johnson 2004) indicates roughly half of all Americans in the
workforce are not fully engaged or they are disengaged. Furthermore, a Global Workforce
Survey conducted in 2005 by consultancy firm Towers Perrin found disconcerting findings,
again in the USA (Seijts and Crim 2006).

9
The survey involved about 85,000 people who worked full-time for large and mid-sized
firms; it found only 14 per cent of all employees worldwide were highly engaged in their job.
The survey also indicated that on a country-by country basis, the percentages of highly
engaged, moderately engaged, and actively disengaged employees varied considerably.
Moreover, the results showed some interesting, perhaps counter-intuitive, findings. For
example, Mexico and Brazil have the highest percentages of engaged employees, while Japan
and Italy have the largest percentages of disengaged employees.

Also, Sanford (2003) reported that Gallup Poll's research on employee engagement suggested
engaged employees comprise 29% of the U.S. workforce while 55% are not engaged and
16% are disengaged.

What creates employee engagement? Seigts et al. (2006) summarized the literature on
employee engagement stating that engagement factors deal with connection, career
advancement, clarity in communication, conveyance of expectations, congratulations or
recognition, contributions, control over own job, collaboration between employees,
credibility in leaders, and confidence in the company. These ten employee engagement
factors are elements within the workplace that "attract, focus, and keep the most talented
employees" (Buckingham et al., 1999, p. 28). According to Lockwood (2007), it should be
the mission of H.R. to create a work environment that encourages engagement as well as
attracts potential employees.

Employee engagement has risen to be one of the most significant concepts in the
management field in recent years (Crawford et al. 2014). In the last 10 years, there have been
many studies published on employee engagement as well as several meta ‐analyses too.
However, there continues to be concerns about the meaning, measurement, and the
development theory of employee engagement in line with Saks (2006), who said that
relatively little is known about employee's engagement's antecedents and outcomes. Having
said that, there are available studies that have been done since then that identify factors that
are associated with engagement.

For example, a study by Crawford (2010) found that job demand is associated with employee
engagement. Similarly, Salahudin (2018) stressed those employees’ perception of the demand
at work is highly associated with employee engagement.

10
Meanwhile, other studies explored organizational factors such as relationships at work,
leadership, organizational communications, safety, rewards and remuneration, performance
rewards etc. (Brad Schuk & Kevin Rose, 2013; Mishra, 2014).

What is employee engagement? According to a published report by the institute of

employment studies U.K. (2009), engagement is consistently shown as something given by
the employee which can benefit the organization through commitment and dedication,
advocacy, discretionary effort, using talents to the fullest and being supportive of the
organization's goals and values. Similarly, Salahuddin, (2018), argues that employee
engagement is basically the sense of attachment that an employee has over his/her workplace
specifically over his/her interactions with every activity that takes place in the organization.
According to this definition, three areas define employee engagement. The first is the sense
of attachment towards the workplace.

The second would be that of interactions that the employee experienced at the workplace
while the third would be that of activities that are undertaken by the employee at the
workplace. All these imply that employee engagement is made out from the accumulated
experience of an employee has over his or her workplace. Now, why is this accumulated
experience so important? According to some studies, understanding employee engagement
will be advantageous for organizations (McCarthy, et'al., 2020).

2.1.2 Categories of Employee Engagement

According to the Gallup Consulting Organization (The Gallup Organization, 2004), there are
different types of people in terms of engagement: Engaged, not engaged and actively
disengaged.
Engaged
"Engaged" employees are builders. They are more committed to the organization. They are
naturally curious about their company and their place in it. They perform at consistently high
levels. They want to use their talents and strengths at work every day. They work with
passion and they drive innovation and move their organization forward. They are less likely
to leave the organization.
Not Engaged
Not-engaged employees tend to concentrate on tasks rather than the goals and outcomes they
are expected to accomplish. They want to be told what to do just so they can do it and say
they have finished. They focus on accomplishing tasks versus achieving an outcome.
Employees who are not-engaged tend to feel their contributions are being overlooked, and the

11
company is not harnessing their potential. They often feel this way because they do not have
productive relationships with their managers or with their co-workers.

Actively Dis-engaged The "actively dis-engaged" employees are the "cave-dwellers." They
are "consistently against virtually everything." They are not just unhappy at work; they are
busy acting out their unhappiness. They sow seeds of negativity at every opportunity. Every
day, actively dis-engaged workers undermine what their engaged co-workers accomplish. As
workers increasingly rely on each other to generate products and services, the problems and
tensions that are fostered by actively dis-engaged workers can cause great damage to an
organization's functioning. They increase the cost of the organization by low quality,
customer dis-satisfaction, and missed opportunities.

The following figure shows what each category of employee do for/ to the company.

Figure 2.1: Measurement of employee engagement

According to Saks and Gruman (2014) on the other hand, the different theories of
engagement stems from two areas of study; namely Kahn's (1990) ethnographic study on
personal engagement and disengagement, and the work of Maslach and Leiter (1997) of job
burnout and employee well-being. Shuck (2011) also categorized the different theoretical
aspects of engagement proposed by different researchers into four approaches. Thus are
Kahn's (1990) need-satisfying approach, Maslach et al.'s (2001) burnout-antithesis approach,
Harter et al.'s (2002) satisfaction-engagement approach, and Saks's (2006) multidimensional
approach.

12
Kahn (1990) assumes that employees become engaged when their meaningfulness, safety and
availability needs are simultaneously met. Kahn (2010, p. 22) further explained that ―people
are more likely to engage when they feel that it is meaningful to do so, when they sense that it
is safe to do so, and when they are available to do so‖. According to him together, the three
conditions shaped how people inhabited their roles. Therefore, what we understand from
Kahn's (1990) engagement theory is that employees who experience a greater amount of
psychological meaningfulness, safety, and availability will engage themselves to a greater
extent in their work role (Saks and Gruman, 2014). According to Rich, Lepine and Crawford
(2010) and Imperatori (2017) Kahn's engagement concept is motivational, since it refers to
the allocation of personal resources to role performance and how intensely and persistently
such resources are applied. In engagement, organization members harness their full selves in
active, complete work role performances by driving personal energy into physical, cognitive,
and emotional labors (Rich, Lepine and Crawford, 2010).
Drivers of Employee Engagement
It is evident that drivers of engagement can vary between organizations and they can be
impacted by factors such as industry type, role and company culture. However, there are
similarities to be found amongst the various engagement models, and some common drivers"
surface. In a distillation of the various models and studies, the following five key drivers
repeatedly emerged - Leadership, Communication, Learning & Development, Organizational
Support and Working Environment.

Each of the five key drivers identified can be related to Kahn" s engagement model, tested by
(May et al., 2004). Meaningfulness can refer to how the organization supports its employees
through reward and recognition, and make them feel valued for their contribution to the
company. Learning and Development opportunities allow an employee to improve their skills
and feel invested in, which leads to increased engagement levels. Safety refers to how safe
employees feel at work and how safe it is for them to express their views openly without
judgment. It also relates to having both a supportive line manager and interpersonal
relationships. Hinzmann, et al. (2019), state that the involvement of recently hired employees
is more evident than for employees with higher seniority. Senior employees are no longer
interested in joining other activities; rather they focus more on their usual duties in an
organization.

13
2.1 Defining Staff Turnover
The Concept of Turnover
Turnover according to Anthony (2006) refers to the ratio of leavers to the average numbers
employed during the course of the year. On the other hand, Armstrong (2006) put labor
turnover as a measure of the rate of change of an organization's workforce, and still another
scholar named Kondalkar (2007) defines employee turnover as a ratio comparison of the
number of employees a company must replace in a given period of time. It is the ratio of the
number of workers that had to be replaced in a given time.

Employee turnover occurs when workers leave an organization and need to be replaced by
new recruits. As Martin (2005) stated it, turnover is a term used to describe the departure of
people from their organization. Employee turnover can be conceptualized as the departure of
employees from their current organization but mot from the profession altogether.

The emergence of different organizations in the nation and the related increase in the
requirement of skilled labor force leads for competition of organizations to hire and maintain
the best employees. Hence, staffs turnover becomes one of the major human resource
problems of most organizations. Different scholars have defined staffs turnover in the
following manner.

Most of the above scholars have defined staff turnover in terms of the indefinite period
(permanent) employment contract made between employer and employee. As a result they
have assumed the in and out movement of all staffs without considering the type of
employment. However, Loquercio's (2006) his definition of turnover excludes the expected
termination of contractual employees, which is much more expected, and the general
characteristics of most NGOs. Staff turnover that can occur in any organization might be
either voluntary or involuntary. Voluntary turnover is refers to termination initiated by
employees while involuntary turnover is the one in which employee has no choice in the
termination as it might be due to long term sickness, death, moving to overseas, or it is
employer-initiated termination.
Effects of employee turnover
Employee turnover is expensive from the view of the organization. Voluntary quits which
represents an exodus of human capital investment from organizations Fair (1992) and the
subsequent replacement process entails manifold costs to the organizations.

14
These replacement costs include for example, search of the external labor
market for a possible substitute, selection between competing substitutes, induction of the
chosen substitute, and formal and informal training of the substitute until he or she attains
performance levels equivalent to the individual who quit John (2000). Addition to these
replacement costs, output would be affected to some extend or output would be maintained at
the cost of overtime payment.

The reason so much attention has been paid to the issue of turnover is because turnover has
some significant effects on organizations (DeMicco and Giridharan, 1987; Dyke and Strick,
1990; Cantrell and Saranakhsh, 1991; Denvir and Mcmahon, 1992).
2.2.3 Employee Engagement and Employee Turnover Intention
Using social exchange theory as a guiding framework, Shuck et al. (2014) examine the
linkages of HRD practice and employee engagement to turnover intention. According to
them, the empirical evidence derived from the study confirmed that intention to turnover
reduced by enhancing the levels of employee engagement. Robyn and Du Preez (2013) study
result showed that employee engagement has a negative effect on intention to quit. As a
result, they argued that the more employees engaged the less likely experience the intention
to quit. Similarly, Yalabik et al. (2013) study result also confirmed that work engagement has
significant and negative relationship with intention to quit.

Saks (2006) carried out a study to examine a model of the predictors and outcomes of job and
organizational engagement. The results of the study confirmed that job and organizational
engagement has negative relationship with intention to quit. According to Takawira, a
disengaged workforce can drive Coetzee and Schreuder (2014) turnover intention. According
to them, the three dimensions of engagement (i.e. vigor, dedication and absorption) correlated
significantly and negatively with turnover intention. Furthermore, the study made by Gupta
and Shaheen (2017) also showed that work engagement has significant and negative
relationship with employee turnover intention.
2.2 Empirical Review
2.2.1. Relationship between Employee Engagement and Turnover Intention
A study done at Egyptian Private Universities to explores the relationships between
Employee Engagement and turnover intention showed that there is a statistically significant
negative relationship between (turnover intension), and (vigor, Dedication, absorption)
(r=-.422, -.293, -.299) respectively, at 0.01 significant level (Naglaa Hegazy, 2018).

15
Several studies in the literature have noted a relationship between employee engagement and
turnover intent. First, in a study of 22 companies across 5 business sectors, International
Survey Research determined that there were several key drivers for turnover intent (an
antecedent of actual turnover) including (the lack of): recognition and rewards, individual
development, career advancement, empowerment, management leadership, respect for
employees, retaining talented employees, supervisory issues, communication, and job
security. These key drivers mirror several of the employee engagement factors as specified by
Buckingham & Coffman (1999) (i.e., recognition, development, opportunity, encouragement,
care, best friend, progress).

Second, the Towers Perrin Report (2003), addressed employee engagement and turnover and
found that 66% of highly engaged employees reported that they have no plans to leave
compared to 36% of moderately engaged individuals and 12% of disengaged employees.
Furthermore, 2% of highly engaged employees reported they are actively looking for another
job compared to 8% of moderately engaged and 23% of disengaged employees. The Segal
Group Inc. (2006d), found an inverse relationship between employee engagement and
turnover intent. Additionally, the Segal Group Inc. (2006b), found that disengaged employees
have the highest turnover intentions (38%) compared to renegades (19%), enthusiasts (5%),
and engaged employees (1%). Finally, Ellis and Sorensen (2007), described those employees
who reported higher levels of engagement also reported lower levels of turnover intentions.

Engagement is a mode of work attitude. Employees with this attitude show lower intention to
leave the organizations (Schaufeli & Bakker, 2004). Engaged employees are likely to be
more attached to their organization and would have a lower propensity to leave it (Schaufeli
& Bakker, 2004). This view is supported by several researchers who found that a work
engagement is negatively or positively related to turnover intention (DuPlooy & Roodt, 2010;
Harter, Schmidt & Hayes, 2002). In addition, a meta-analysis of 7939 business units in 36
companies by Harteret al. (2002), reported a significant positive relationship between work
engagement and business outcomes such as customer satisfaction and loyalty, profitability,
turnover and safety.

A study at Commercial Bank of Ethiopia used T-test and Spearman’s correlation analysis
showed that there is a significant strong negative relationship exists between employees’
engagement and turnover intentions. Among the dimensions, dedication dimension has a very
strong negative relationship with turnover intentions. Moreover, the ordinal regression
analysis evidenced that both employees engagement dimensions are a significant predictors

16
of employees turnover intentions, among them dedication dimension is a unique contributor
for employees turnover intention; also the overall employees’ engagement is a statistically
significant predictor of turnover intentions of employees (Mikyas, 2018).

The urgent gaps observed with regard to the effect of employee engagement on turnover
intention in universities including leadership, communication, organizational support,
working environment, and learning and development. Majority of studies assessing the effect
of employee engagement on turnover intention such as Takele Dibekulu (2017), Takele
Dibekulu (2018), have focused on other areas such as privet enterprises. However, such
published or unpublished studies at Wollo University information on the effect of employee
engagement on turnover intention in universities are not yet studied. This study therefore
seeks to determine the effect of employee engagement on turnover intention in Wollo
University. Based on empirical previous studies the following conceptual framework is
designed.
2.3 Conceptual Framework
Considering the above facts identified in the literature review, the below conceptual
framework is formulated between employee engagement and turnover intention. In this study,
the dependent variable is employee turnover intention predicted by employee engagement
dimensions, which is supposed to be affected by several independent variables.

INDEPENDENT VARIABLE DEPENDENT VARIABLE

Drivers of Employee Engagement

 Leadership (X1)
Employee TURNOVER
 Communication(X2) Engagement INTENTION
 Learning & Development (X3)
 Organizational Support (X4)
 Working Environment (X5)

Figure 2. 2: Conceptual framework of the study, 2023

Source: Developed by researcher based on literature review

17
 CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction
This chapter describes the methodology, which was used in gathering the data, the population
of the study, sample size and sampling procedure. It discusses the research design, sources
and types of data which was collected at the time of the study and type of data analysis.
3.2 Research design
Research design is a conceptual framework within which research is conducted. It is a plan or
structured framework on how one intends conducting the research process in order to solve a
research problem and to expand knowledge and understanding (Babbie, 2002). An
explanatory method of study design was adopted for this study. Explanatory Research is the
conducted for a problem that is not well researched before, demands priorities, generates
operational definitions and provides a better-researched model. It is actually a type
of research design which focuses on explaining the aspects of your study in a detailed
manner.

The study adopted descriptive and explanatory research design. Descriptive design is
appropriate because the discovery of answers to questions relating to demographic
characteristics that define the respondents. Descriptive study concerned with the views of a
person towards effect of employee engagement on turnover intension. Explanatory research
design also used for giving clarifications to why and how the variables are interdependent and
also explain the relationship between the variables and the results of the research.

3.3 Research approach

In undertaking this study, the researcher used both quantitative and qualitative approaches
(mixed research approach). Using mixed research approach has the following advantages
than using qualitative or quantitative research approach alone. According to Johnson and
Onwuegbuzie (2014), the goal of researchers, using the mixed methods approach is to draw
from the strengths and minimize the weaknesses of the quantitative and qualitative research
approaches. Involves multiple stages of data collection; provides greater breadth of
perspectives around a certain issue. Combining approaches helps overcome deficiencies in
one method only. Prevents researcher assumptions about a particular population. Lends itself
well to outcomes driven research (e.g. needs assessments or evaluations). To triangulate data
collected from both interview and questionnaires (Creswell, 2012).

18
3.4 Data sources and data collection methods
The study used both primary and secondary data sources. The primary data are collected
through questionnaires from the employees and through interviews from management staff.
The researcher employed face-to-face interviews with some university management teams
(presidents, faculty deans, and human resource experts). The secondary data were collected
from different data sources such as professional journals and books.
After developing the instruments, it is given to three research experts who have experience in
research as a professional, then the instruments when revise, finalize and make ready for
administration. The researcher arranged meeting and explain to the respondents about the
purpose of the questionnaire.
Then after, the questionnaire was distributed to the respondents. After all the respondents
inform the purpose of the study and their responses would be used for the fulfillment of
second degree in business administration and academic purpose and they are also assured that
their responses have been kept confidential. Triangulation would be adopted for purposes of
getting quality data.

Besides this, after making clear about the objective of the research the researcher get
permission from the university leaders to survey pertinent documents (notes, files and
reports) of the university the documents are collected with the assistance of the university
record officer. All this data was collected within two months.
3.5 Target population, Sampling Design and Sampling Size
3.5.1 Target population
According to Orodho (2005) a target population is the total individuals, elements or groups to
be studied. The target population of this study is 2138 employees that covers 1251 academic
staffs and 887 administrative staffs who are permanently employed in Wollo University.

The number of the total population is 2138. From These groups of people, the sample was
selected using stratified proportional to size random sampling. The study is limited to Wollo
University, Dessie Campus.
3.5.2 Sample Size and Sampling Techniques
In this study, Yemane formula is used to come up with representative sample. According to
Burns (2010) this formula is a derivative of the sampling formula to estimate population
proportion, not population mean. It assumes a P-value of 0.5 and a confidence level of 95
percent.

19
 N
n=
1+ N (e)2

Where: n = sample size, N = population size and e = margin of error

Therefore, in a population of 2138, the sample size is

2138 2138
n= = =337
1+2138 (0.05)2 6.345
Stratified proportional random sampling technique is a method in which the researcher
divides the entire target population into different subgroups and then randomly selects the
final subject proportionally from different subgroups (Bailey, 2011). The researcher chosen
this technique since every individual in the population has an equal chance of being selected
and thus justifies generalizability of the findings. Therefore, stratified proportional random
sampling has been used to recruit 337 respondents in the study as shown in Table 3.1.
Table 3.1: Population of Study and Sampling frame
Population strata Population size Percentage Sample size
Academic staff 1251 58.5% 197
Administrative staff 887 41.5% 140
Total 2138 100% 337
Source: Wollo University Human Resource Directorate, 2023

3.6 Data Gathering Instruments

Data were collected using structured questionnaires, interview and document analysis as data
gathering instruments. Interview would be prepared for presidents, faculty deans, and human
resource experts. A questionnaire is a tool of collecting data where each respondent is asked
to answer to the same set of questions (Saunders et al. 2009). Because of asking each
respondent to answer to the same set of questions, the questionnaire provides a competent
way of collecting responses from a large group of respondents (Claire, Craig, & Ashraf,
2006). This study used both close and open-ended questionnaires. This choice is informed by
the fact that close-ended questionnaires are economical in usage both in terms of money and
in terms of time. Additionally, Close-ended questions are easily analyzed as they are in
immediate usable structure and are easy to administer as alternative answers follow each item
(Mugenda, & Mugenda 2012). Open-ended questions were not prohibitive to respondents.
Open-ended questions provide to respondents with chance to disclose information in realistic
way. Therefore, open-ended questionnaires are employed too.

20
3.7 Data Analysis and Presentation
After collecting the data, the researcher organizes it according to its type as use in the
study. The researcher organizes the data to ensure that the raw data is edited to free it
from inconsistencies and incompleteness. This involves the inspection of the completed
instruments in order to detect and reduce as much as possible errors, incompleteness,
misclassification and gaps in the information obtained from the respondents. Descriptive
methods such as frequency distribution, percentages, mean and standard deviation are used to
organize quantitative data. The qualitative data is analyzed using thematic analysis and
presented by narration. This is done by identifying information that is relevant to research
questions and objectives, developing a coding system based on samples of collected data,
classifying major issues or topics, identifying major themes, and then organizing it using
descriptive methods.

A Regression model is implemented to test the cause-effect relationships between the

dependent variable and independent variables using SPSS. Multiple regression is used to help
indicate if selected variables have a significant effect with project implementation and to
indicate the relative strength of different independent variables' effects on employee turnover
intention.

The algebraic expression of the regression model, which consists of the constant term
coefficient and error term, took the format below;

Y = β0 + β1 X1+ β2 X2 + β3 X3+ β4 X4+ β5X5+ e

Where;
Y = Turnover intention; β0= Constant, β1- β5= Coefficients/ slopes
X1 = Communication X5 = Communication
X2 = Organizational support e = Residual error
X3 = Learning & development
X4 = Working environment
Diagnostic tests namely test for normality, linearity; Multicollinearity, auto-correlation
and homoscedasticity were conducted to ensure that the data meet the assumptions of
regression. All analysis is conducted with the help of SPSS version 25 for windows.
Regression analysis was conducted at 95% confidence level.

21
3.6 Reliability, Validity and Normality
In research, it is necessary to check items to ensure whether the data sufficiently explain the
concepts of the variables under study and to secure the consistency of answers from different
respondents for the same items overtime (Kothari, 2004). In this study, the content and
construct validate of items were checked by intensive literature review, judges (advisor) and
experts familiar with concept of employee engagement and turnover intension because
experts can decide what each item is intended to measure (Hamed, 2016). To measure
reliability of questionnaires was done by computing Cronbach’s Alpha measurement. The
reliability was measured by Cronbach’s Alpha measurement through SPSS. Cronbach’s
Alpha greater than or equal to 0.7 shows a reliability of the measurements.

Normality test measures the distribution of the response around the average. A Skewness &
kurtosis test of normality was carried out to test whether the data is normally distributed or
not. Skewness measures the extent to which distribution is not symmetric about its mean
value & kurtosis measure the peakedness of the distribution. Greene, (2002) argues that if a
distribution has Skewness values close to & then it is likely to be normally distributed.
Moreover, linearity and other assumptions of linear regression model were checked.
3.7 Ethical consideration
Ethical considerations are expected to arise in any kind of research study. First of all, the
study got approval from Wollo University, College of business and economics, department of
management, for the Master of Business Administration (MBA) program in order to get
acceptance by the Wollo University officials and respondents for provision of data. The
confidentiality of responses and information that was obtained from zone administration has
been kept properly. In addition, at the time of data collection the researcher gives respect to
the participants and asks permission about their voluntariness for response. After the
objectives of this study are informed to employees, the researcher and data collectors wait for
their consent to participate in collecting data and gathering information. Furthermore, the
study participants ensured that the information they provided is treated confidentially. The
researcher also ethically considered not to put the participants at risk and not to act against
the human rights of the country. For the analysis of the data that was collected, the researcher
ethically considers to be frank and not to include any fabricated data for analysis purpose.

22
 CHAPTER FOUR: RESULT AND DISCUSSIONS
The purpose of this research was to analyze the effect of employee engagement on turnover
intention in the case of Wollo University, Dessie Campus. Data analysis of the findings
generated from the results of survey, which were conducted through the questionnaires, and
qualitative analysis, were presented in this section. This chapter also presents a discussion of
the results and the process through which the results obtained; the statistical methods of
analysis were discussed, which included a descriptive analysis, a correlation analysis, and a
regression analysis through SPSS version 25.
4.1 Response Rate
The total number of respondents selected was 337; hence, questionnaires were distributed
after reaching them based on convenience in Wollo University, Dessie Campus. Out of the
total 337 questionnaires that were distributed, 328 of them were correctly filled and returned.
The other nine (9) questionnaires were incorrectly completed and lost. Accordingly, the data
was analyzed and interpreted here below using the possible options of descriptive statistics
and inferential statistics further.
Table 4.1: Response rate
Items Response rate
Sample size 337 100%
Correctly collected 328 97.3%
Remain uncollected or lost 9 2.7%
Source: Own Survey (2023)
From the above table 4.1, 337 questionnaires were distributed and 328 questionnaires
(97.3%) were collected and 9 questionnaires (2.7%) were remaining uncollected or lost.

4.2 Description of Respondent’s Profile

The first part of the questionnaire consists of five (5) items about the socio-demographic
information of the respondents. It covers the personal data of respondents, such as gender,
age, marital status, educational qualification and work experience. The following table
revealed the descriptive results of all demographic characteristics of the respondents.

The respondents were asked to indicate their gender, the age group, marital status,
educational qualification and work experience that belonged to and the results are as shown
in Table 4.2.

23
 Table 4.2: Demographic characteristics of the respondents
Characteristics/ Variables Frequency % Cumulative % Mean(SD) of ETI
Gender
Male 215 65.5 65.5 4.664(0.915)
Female 113 34.5 100.0 4.596(0.955)
Age group
20-25 Years 79 24.1 24.1 4.564(1.00)
26-30 Years 10 3.0 27.1 4.600(0.936)
31-35 Years 138 42.1 69.1 4.600(0.967)
Above 35 Years 101 30.8 100.0 4.689(0.859)
Staff Type
Academic 192 58.5 58.5 4.636(0.913)
Administrative 136 41.5 100.0 4.596(0.980)
Marital status
Single 47 14.3 14.3 4.757(0.840)
Married 192 58.5 72.9 4.617(0.946)
Divorced 59 18.0 90.9 0.456(0.988)
Widowed 30 9.1 100.0 4.542(1.021)
Educational level
College Diploma 70 21.3 21.3 4.592(0.979)
Bachelor Degree(BSc/BA) 78 23.8 45.1 4.583(0.965)
Second Degree (MA /MSC 139 42.4 87.5 4.610(0.970)
PhD and above 41 12.5 100.0 4.763(0.712)
Work Experiences
=<1 year 55 16.8 16.8 4.528(1.044)
2-4years 157 47.9 64.6 4.612(0.939)
5 & Above years 116 35.4 100.0 4.830(0.648)
Total 328 100.0 100.0 -
Source: Own Survey (2023)
As shown in the above Table 4.2, of the respondents 65.5% (215) were male and the
remaining 34.5% (113) were female. Thus, the findings indicate that majority of the
respondents were male employees working at WU Dessie campus.

24
Table 4.2 also shows that 79(24.1%) of the respondents are in the age group 20- 25 years,
10(3.0%) are between 25-30 years, 138(42.1%) are between 31-35 years and 101 (30.8%) are
above 35 years of age. This shows that majority of the respondents are aged between 31 and
35 years. We can also see that out of the total respondents that (about 75%) were young. As a
result, it is possible to say that most of employees of WU are young generation, so that, the
WU may acquire the best out of energetic youth employees. The majority, 192 (58.5%), of
the respondent employees are married and 47 (14.3%) of the respondents are single.

Table 4.2 also demonstrates educational level of the respondents. Accordingly, 139(42.4%)
of the total respondents were second-degree (MA/MSc) holders followed by 78(23.8%) of
first-degree (BSc/BA) holders. In addition, 70 (21.3%) of the respondents are college
diploma from the total respondents. Moreover, 41(512.5%) of the total respondents were PhD
and above holders. Thus, the findings indicate that majority of the respondents were second
degree and WU has relatively more educated employees. Table 4.2 also shows years of
experience of respondents. Accordingly, 157(47.9%) of the respondents have year of service
between 2 and 4 years, followed by 116 (35.4%) respondents with having length of service 5
and above years, and the other 55 (16.8%) fall under the category of having less than or
equal to 1 year of service. Thus, the findings indicate that majority of the respondents were
second-degree holders and fall under the service year of 2 to 4 years. This implies employees
of Wollo University, Dessie campus, are mainly matured and somehow experienced.

Table 4.2 above also showed that male staffs had the higher average turnover intention as
compared with female employees. Academic staffs had higher average turnover intention
than administrative staffs. In this study, sample employees showed that staffs who had
highest education level have the highest average turnover intention. Staffs that had PhD and
above had highest average turnover intention than other education level staffs. In addition,
more experienced staffs had the highest average turnover intention than others did.
4.3 Reliability and Validity Test
Testing goodness of data is testing the reliability and validity of the measures. Since the
statements have been generated from an extensive review of academic and practitioner’s
literatures, it is assumed that the construct validity was hold. Reliability analysis was
conducted to check whether a scale used in this paper consistently reflects the subset it
measures. For this study, the Cronbach‘s α is used as a measure of internal consistency.
According to Hair (2006), if α is greater than 0.7, it means that it has high reliability and if α

25
is smaller than 0.3, then it implies that there is low reliability. Therefore, the result shows that
the results extracted from the questionnaire are highly reliable.

The Cronbach‘s coefficient alpha was calculated for each field of the questionnaire. As
shown Below in table 4.3, the values of Cronbach‘s Alpha for each field of the questionnaire
and the entire questionnaire. Cronbach's Alpha equals 0.726 for the entire questionnaire,
which indicates very good reliability of the entire questionnaire. Reliability scale of the
overall variables is 73%. Therefore, based on the test, the results for the items are reliable and
acceptable.
Table 4.3: Reliability Analysis
Variable Cronbach’s alpha Number of Item
Leadership exercise 0.849 4
Communication 0.615 3
Learning & Development (LD) 0.735 3
Organizational Support (OS) 0.705 3
Working Environment (WE) 0.715 3
Employee Turnover intention (ETI) 0.824 10
Overall reliability 0.726 26
Source: Own Survey (2023)

4.4. Descriptive Analysis for Scale Type Questions/ Items

Descriptive analysis of the observed items for all the independent variables and dependent
variable was done.

4.4.1. Effect of Leadership Exercise on Employee Turnover intention

In order to measure the effect of leadership exercise on employee turnover intention,
respondents were assessed with four (4) variables/items measuring this dimension in
composite.

26
 Table 4.4: Leadership Exercise on Employee Turnover Intention
Strongly Disagree Neutral Agree Strongly
Items disagree Agree
I am involve in a decision-making that Freq. 9 139 3 212 65
affects my job % 2.7 11.9 0.9 64.6 19.8
I have a good working relationship with Freq. 7 62 1 220 38
my immediate supervisor % 2.1 18.9 0.3 67.1 11.6
My manager care about my career, keep Freq. 7 33 2 223 63
me informed, treat fairly, encourage me to % 2.1 10.1 0.6 68.0 19.2
perform well
In my job I get feedback and my feedback Freq. 8 28 2 209 81
has value % 2.4 8.5 0.6 63.7 24.7
Source: Own Survey (2023)

The above table 4.4 demonstrates the respondent employees regarding the effects of
leadership exercise as a measure of EE at WU. The first observed item of this variable
indicates that 212(64.6%) of the respondents agreed, 65(19.8%) of the respondents are
strongly agreed, 3(0.9%) of the respondents are Neutral (Neither agree nor disagree),
139(11.9%) of the respondents are disagreed and the rest 9(2.7%) respondents are strongly
disagreed. Therefore, the majority of the respondents approved that staff involvement in a
decision-making that affects their job. This indicates that the institution has EE in leadership
excessing.

In addition, for the second item 220(67.1%) of the respondents agreed, 38(11.6%) of the
respondents are strongly agreed, 1(0.3%) of the respondents are Neutral (Neither agree nor
disagree), 62(18.9%) of the respondents are disagreed and the rest 7(2.1%) respondents are
strongly disagreed, respectively. Therefore, the majority of the respondents approved that
staffs have good working relationship with their immediate supervisor. This indicates that the
university has good leadership practice for employee engagement (EE).

The 3rd item is showed that 223(68.0%) of the respondents agreed, 63(19.2%) of the
respondents are strongly agreed, 2(0.6%) of the respondents are Neutral (Neither agree nor
disagree), 33(10.1%) of the respondents are disagreed and the rest 7(2.1%) respondents are
strongly disagreed, respectively. This indicates that majority of the employees have good
attitude towards their manager care about career, keep informed, treat fairly, encourage them
to perform well to be engaged and its effect on their turnover intention.

27
The last item (Item 4) of leadership measure showed that 209(63.7%) of the respondents
agreed, 81(24.7%) of the respondents are strongly agreed, 2(0.6%) of the respondents are
Neutral (Neither agree nor disagree), 28(8.5%) of the respondents are disagreed and the rest
8(2.4%) respondents are strongly disagreed, respectively. This implies that the employees
understanding get feedback and the feedback on their job has value to engage in their job that
leads an effect on Employee Turnover Intension (ETI).

4.4.2 Effect of Communication on Employee Turnover Intention

In order to measure the effect of communication with staffs on Employee Turnover Intention
(ETI), respondents were assessed with three (3) variables/items measuring this dimension in
composite.
Table 4.5: Communication on Employee Turnover Intention
Items Strongly Disagree Neutral Agree Strongly
disagree Agree
I have readily available information I Freq. 26 40 5 191 66
need to do my job % 7.9 12.2 1.5 58.2 20.1
I am able to voice my ideas, my Freq. 10 44 4 204 66
manager listen to these views, and value % 3.0 13.4 1.2 62.2 20.1
my contributions
I am informed on what is going on in Freq. 7 31 3 217 70
the organization % 2.1 9.5 0.9 66.2 21.3
Source: Own Survey (2023)

For the idea that employees have readily available information needed to do their job, large
number of respondents showed their agreement with the idea. 191(58.2%) of the respondents
agreed, 66(20.1%) of the respondents are strongly agreed, 5(01.5%) of the respondents are
Neutral (Neither agree nor disagree), 40(12.2%) of the respondents are disagreed and the rest
26(7.9%) respondents are strongly disagreed, respectively.

For the second item that measures staff communication, 204(62.2%) of the respondents
agreed, 66(20.1%) of the respondents are strongly agreed, 4(1.2%) of the respondents are
Neutral (Neither agree nor disagree), 44(13.4%) of the respondents are disagreed and the rest
10(3.0%) respondents are strongly disagreed, respectively. This implies that the employees
are able to voice their ideas, their manager listen to these views, and value their contributions.

28
On the third item, when the respondents were asked about whether or not they are informed
on what is going on in the organization, 217(66.2%) of the respondents agreed, 70(21.3%) of
the respondents are strongly agreed, 3(0.9%) of the respondents are Neutral (Neither agree
nor disagree), 31(9.5%) of the respondents are disagreed and the rest 7(2.1%) respondents are
strongly disagreed, respectively. This implies that sample employees at WU approved as they
are informed on what is going on in the organization.

4.4.3 Effect of Learning & Development on Employee Turnover Intention

In order to measure the effect of learning and developments on Employee Turnover Intention
(ETI), respondents were assessed with three (3) variables/items measuring this dimension in
composite.
Table 4.6: Learning & Development on Employee Turnover Intention
Strongly Disagree Neutral Agree Strongly
Items disagree Agree
I get equal access to training and Freq. 26 37 1 173 91
development opportunities % 7.9 11.3 0.3 52.7 27.7
I am encouraged to develop new skills Freq. 11 30 4 210 73
% 3.4 9.1 1.2 64.0 22.3
I have support on my continuing Freq. 29 56 1 156 86
professional development % 8.8 17.1 0.3 47.6 26.2
Source: Own Survey (2023)

In the above table 4.6, Item 1 indicated that 173(52.7%) of the respondents agreed,
91(27.7%) of the respondents are strongly agreed, 1(0.3%) of the respondents are Neutral
(Neither agree nor disagree), 37(11.3%) of the respondents are disagreed and the rest
26(7.9%) respondents are strongly disagreed, respectively. The majority respondents are
decided on the getting equal access to training and development opportunities.

Item 2 indicates that 210(64.0%) of the respondents agreed, 73(22.3%) of the respondents are
strongly agreed, 4(1.2%) of the respondents are Neutral (Neither agree nor disagree),
30(9.1%) of the respondents are disagreed and the rest 11(3.4%) respondents are strongly
disagreed, respectively. This indicates the majority of the staffs were encouraged to develop
new skills.

Items 3 indicates that 156(47.6%) of the respondents agreed, 86(26.2%) of the respondents
are strongly agreed, 1(0.3%) of the respondents are Neutral (Neither agree nor disagree),
56(17.1%) of the respondents are disagreed and the rest 29(8.8%) respondents are strongly

29
disagreed, respectively. This also indicates the majority of the employees at WU have support
on my continuing professional development.

4.4.4 Effect of Organizational Support on Employee Turnover Intention

In order to measure the effect of organizational support on Employee Turnover Intension
(ETI), respondents were assessed with three (3) variables/items measuring this dimension in
composite.
Table 4.7: Organizational Support on Employee Turnover Intention
Items 1 2 3 4 5
My effort is recognized by the organization Freq. 4 43 4 232 45
% 1.2 13.1 1.2 70.7 13.7
I feel the pay & benefits I receive are fair for Freq. 7 41 5 241 34
my responsibility compared to other staff
% 2.1 12.5 1.5 73.5 10.4
with similar qualification within & outside
the organization
My work is motivating, challenging, Freq. 8 25 2 208 85
rewarding & helps me to strive more % 2.4 7.6 0.6 63.4 25.9
Source: Own Survey (2023)

Item 1 in the above table 4.7 demonstrated that 232(70.7%) of the respondents are agreed,
45(13.7%) of the respondents are strongly agreed, 4(1.2%) of the respondents are Neutral
(Neither agree nor disagree), 43(13.1%) of the respondents are disagreed and the rest 4(1.2%)
respondents are strongly disagreed, respectively. This indicates that the majority of the
employees understood that their effort is recognized by the organization.

Item 2 of table 4.7 shows that 241(73.5%) of the respondents are agreed, 34(10.4%) of the
respondents are strongly agreed, 5(1.5%) of the respondents are Neutral (Neither agree nor
disagree), 41(12.5%) of the respondents are disagreed and the rest 7(2.1%) respondents are
strongly disagreed, respectively. It implies that the majority of the respondents feel the pay
& benefits they received are fair for their responsibility compared to other staff with similar
qualification within & outside the organization.

Item 3 of table 4.7 also shows that 208(63.4%) of the respondents are agreed, 85(25.9%) of
the respondents are strongly agreed, 2(0.6%) of the respondents are Neutral (Neither agree
nor disagree), 25(7.6%) of the respondents are disagreed and the rest 8(2.4%) respondents are
strongly disagreed, respectively. It indicates that the majorities of respondents considered

30
their work is motivating, challenging, rewarding & helps them to strive more in the
organization.

4.4.5 Effect of Working Environment on Employee Turnover Intention

In order to measure the effect of work environment condition on Employee Turnover
Intention (ETI), respondents were assessed with twelve (12) variables/items measuring this
outcome in composite.
Table 4.8: Working Environment on Employee Turnover Intention
Items Strongly Disagre Neutral Agree Strongly
disagree e Agree
In my organization there is harmonious & Freq. 49 66 2 194 17
conducive working environment % 14.9 20.1 0.6 59.1 5.2
I work in a cooperative working Freq. 22 54 8 227 17
environment where employees value
teamwork % 6.7 16.5 2.4 69.2 5.2
My organization takes health and safety Freq. 11 41 6 250 20
seriously, works to minimize accidents,
% 3.4 12.5 1.8 76.2 6.1
injuries, violence and harassment
Source: Own Survey (2023)

From Table 4.8 above, Item No. 1 indicates 194(59.1%) of the respondents are agreed,
17(5.2%) of the respondents are strongly agreed, 2(0.6%) of the respondents are Neutral
(Neither agree nor disagree), 66(20.1%) of the respondents are disagreed and the rest
49(14.9%) respondents are strongly disagreed, respectively. The majority respondents are
approved the existence of harmonious & conducive working environment at WU, Dessie
campus. However, about 35% of the respondents were upset on WU is harmonious &
conducive working environment.

For the second item 227(69.2%) of the respondents are agreed, 17(5.2%) of the respondents
are strongly agreed, 8(2.4%) of the respondents are Neutral (Neither agree nor disagree),
54(16.5%) of the respondents are disagreed and the rest 22(6.7%) respondents are strongly
disagreed, respectively. The majority of the respondent employees claim that they work in a
cooperative working environment where employees value teamwork.

Lastly, Item number 3 showed that 250(76.2%) of the respondents are agreed, 20(6.1%) of
the respondents are strongly agreed, 6(1.8%) of the respondents are Neutral (Neither agree
nor disagree), 41(12.5%) of the respondents are disagreed and the rest 11(3.4%) respondents

31
are strongly disagreed, respectively. The majority respondents agreed on the idea that the
organization takes health and safety seriously, works to minimize accidents, injuries, violence
and harassment. However, about 15% of the respondents disappointed on the idea that the
university takes health and safety seriously, works to minimize accidents, injuries, violence
and harassment.
4.4.6 Employee Turnover Intention
In order to measure the employee turnover intention, respondents were assessed with ten (10)
observed variables/items measuring this outcome in composite.
Table 4.9: Employee Turnover Intention
Items Strongly Disagree Neutral Agree Strongly
disagree Agree
I am planning to search for a new job Freq. 1 59 6 213 49
during the next 12 months % 0.3 18.0 1.8 64.9 14.9
If I have my own way, I will not be Freq. 15 33 6 242 32
working for this organization one year % 4.6 10.1 1.8 73.8 9.8
from now
There are other comparable jobs available Freq. 30 29 8 238 23
% 9.1 8.8 2.4 72.6 7.0
I am attracted to opportunities Freq. 15 44 2 209 58
somewhere else % 4.6 13.4 0.6 63.7 17.7
I believe that I could easily find an equal Freq. 2 26 6 151 143
or better job % 0.6 7.9 1.8 46.0 43.6
I feel that I might lose valuable Freq. 3 56 6 217 46
experience if I leave this organization % 0.9 17.1 1.8 66.2 14.0
I feel that I owe the organization because Freq. 30 10 0 205 83
it has supported me % 9.1 3.0 0 62.5 25.3
I feel obligated to stay in this Freq. 29 35 0 193 71
organization % 8.8 10.7 0 58.8 21.6
I will leave the company if I get a job Freq. 1 22 6 184 115
with an appropriate salary % 0.3 6.7 1.8 56.1 35.1
I often think about quitting my current Freq. 8 90 4 211 15
job % 2.4 27.4 1.2 64.3 4.6
Source: Own Survey (2023)

From Table 4.9 above, Item No. 1 indicates that 213(64.9%) of the respondents are agreed,
49(14.9%) of the respondents are strongly agreed, 6(1.8%) of the respondents are Neutral
(Neither agree nor disagree), 59(18.0%) of the respondents are disagreed and the rest 1(0.3%)
respondents are strongly disagreed, respectively. The majority respondents are planning to
search for a new job during the next 12 months.

32
For the second item, 242(73.8%) of the respondents are agreed, 32(9.8%) of the respondents
are strongly agreed, 6(1.8%) of the respondents are Neutral (Neither agree nor disagree),
33(10.1%) of the respondents are disagreed and the rest 15(4.6%) respondents are strongly
disagreed, respectively. The majority of the respondent employees claim, “If I have my own
way, I will not be working for this organization one year from now.”

Item 3 indicates 238(72.6%) of the respondents are agreed, 23(7.0%) of the respondents are
strongly agreed, 8(2.4%) of the respondents are Neutral (Neither agree nor disagree),
29(8.8%) of the respondents are disagreed and the rest 30(9.1%) respondents are strongly
disagreed, respectively. Therefore, the majority respondents were think other comparable
jobs available.

In addition, when the respondent employees are asked item 4, 209(63.7%) of the respondents
are agreed, 58(17.7%) of the respondents are strongly agreed, 2(0.2%) of the respondents are
Neutral (Neither agree nor disagree), 44(8.8%) of the respondents are disagreed and the rest
15(4.6%) respondents are strongly disagreed, respectively. This shows that employees of WU
in Dessie campus confirmed, as they are attracted to opportunities somewhere else.

The response for the 5th item indicates that 151(46.0%) of the respondents are agreed,
143(43.6%) of the respondents are strongly agreed, 6(1.8%) of the respondents are Neutral
(Neither agree nor disagree), 26(7.9%) of the respondents are disagreed and the rest 2(0.6%)
respondents are strongly disagreed, respectively. This indicates that employees are believed
that they could easily find an equal or better job.

The response for the item 6 indicates that 217(66.2%) of the respondents are agreed,
46(14.0%) of the respondents are strongly agreed, 6(1.8%) of the respondents are Neutral
(Neither agree nor disagree), 56(17.1%) of the respondents are disagreed and the rest 3(0.9%)
respondents are strongly disagreed, respectively. These indicate that employees feel that they
might lose valuable experience if they leave this organization.

Item number 7 showed that 205(62.5%) of the respondents are agreed, 83(25.3%) of the
respondents are strongly agreed, none of the respondents are Neutral (Neither agree nor
disagree), 10(3.0%) of the respondents are disagreed and the rest 30(9.1%) respondents are
strongly disagreed, respectively. The majority respondents feel, as they owe the organization
because it has supported them.

Item number 8 showed that 193(58.8%) of the respondents are agreed, 71(21.6%) of the
respondents are strongly agreed, none of the respondents are Neutral (Neither agree nor

33
disagree), 35(10.7%) of the respondents are disagreed and the rest 29(8.8%) respondents are
strongly disagreed, respectively. The majority respondents agreed on the idea that they feel
obligated to stay in this organization.

Item number 9 showed that 184(56.1%) of the respondents are agreed, 115(35.1%) of the
respondents are strongly agreed, 6(1.8%) of the respondents are Neutral (Neither agree nor
disagree), 22(6.7%) of the respondents are disagreed and the rest 1(0.3%) respondents are
strongly disagreed, respectively. The majority respondents agreed on the ideas that they leave
the company if they get a job with an appropriate salary.

Lastly, Item number 10 showed that 211(64.3%) of the respondents are agreed, 15(4.6%) of
the respondents are strongly agreed, 4(1.2%) of the respondents are Neutral (Neither agree
nor disagree), 90(27.4%) of the respondents are disagreed and the rest 8(2.4%) respondents
are strongly disagreed, respectively. The majority of the respondents often think about
quitting their current job.

In summary, all the observed items that measure employee turnover intention showed a
higher score supporting the stated items.

4.5 Results on Pearson Correlation Analysis

In determining the strength of the association between two variables, the Pearson correlation
coefficient (−1 ≤r ≤ 1 ¿ can be used. The value of the coefficient of correlation is between 0
& 1 and interpreted as follows. The correlation analysis of the table 4.10 below shows that
there is strong negative and moderate negative relationship or correlation between
dimensions of employee engagement and employees turnover intension. Communication and
employees turnover intension (r = -0.724, p = 0.00 < 0.05) has strong negative correlation;
learning and developments (LD) and employees turnover intension (r = -0.637, p < 0.05) has
strong negative correlation; leadership exercise and employees turnover intension (r = -0.609,
p < 0.05) has moderately strong negative correlation, organizational support (OS) and
employees turnover intension (r = -0.590, p < 0.05) has strong moderate negative correlation,
and working environment (WE) and employees turnover intension (r = -0.677, p<0.05) has
strong negative correlation.
Table 4.10: Results Pearson Correlations
C LD LE OS WE ETI
Communication(C) Pearson Correlation 1
Learning & Pearson Correlation 0.515* 1

34
 development (LD) Sig. (2-tailed) 0.000
Leadership exercise Pearson Correlation 0.477* .489* 1
(LE) Sig. (2-tailed) 0.000 0.000
Pearson Correlation 0.478* 0.523* 0.378* 1
Organizational Sig. (2-tailed) 0.000 0.000 0.000
support (OS)
Pearson Correlation 0.551* 0.528* 0.442* 0.487* 1
Working Sig. (2-tailed) 0.000 0.000 0.000 0.000
environment (WE)
Pearson Correlation -.724* -.637* -0.609* -.590* -.677* 1
Employee turnover Sig. (2-tailed) 0.000 0.000 0.000 0.000 0.000
intention (ETI) N 328 328 328 328 328 328
*. Correlation is significant at the 0.01 level (2-tailed). Source: Own Survey (2023)

4.6.Results on Multiple Linear Regression Analysis

Regression analysis was also implemented to define the pattern of relationship between the
predictor and dependent variables. Regression is a technique that can be used to investigate
the effect of one or more predictor variables on an outcome variable. That is, it allows us to
make statements about how well one or more independent variables predict the value of a
dependent variable known as employee turnover intention. The independent variables
considered as employee engagement dimensions were entered into regression analysis to
determine their relative importance in contributing to the overall turnover intention level of
workers. Regression Analysis is used to ascertain the extent of employee engagement
dimensions (Leadership exercise (LE), Communication(C), Learning & Development (LD),
Organizational Support (OS) and Working Environment (WE) explains the dependent
variable (employee turnover intention: ETI).

4.6.1 Multicollinearity Test Results

Multicollinearity exists when there is too highly correlation between two or more predictors
in a regression model. Multicollinearity poses a problem only for multiple regressions
because it involves more than two predictors. Perfect collinearity exists when at least one
predictor is a perfect linear combination of the others.
The best method of checking Multicollinearity is to produce a Collinearity diagnostics with
the use of SPSS, and one of which is the variance-inflating factor (VIF). The VIF indicates
whether a predictor has strong linear relationship with the other predictor(s). Although there
are no hard and fast rules about what value of the VIF should be a cause for concern,

35
(Gujarati, 2004) suggests that value of less than 10 is good value and he suggested that if the
average VIF is greater than 1, there is no Multicollinearity in the regression model.
Table 4.11: Checking Multicollinearity in the Regression Model
Model variables Collinearity Statistics
Tolerance VIF
Leadership exercise 0.674 1.483
Communication 0.674 1.483
Learning & Development (LD) 0.559 1.789
Organizational Support (OS) 0.637 1.570
Working Environment (WE) 0.579 1.729
Source: Own Survey (2023)
In this study as indicated in Table 4.11, the Variance inflation factors (VIFs) for the
independent variables included in the regression equation is greater than 1 and less than 10.
For tolerance statistics, values above 0.1 and below 1 are worthy of concern. Considering the
regression models for this study the tolerance statistics values are greater than 0.1 and below
1, VIF are all less than 10.0 for all predictors as indicated in tables 4.10 as such no
Multicollinearity is observed in this model.
4.6.2 Normality Test Result
Distribution of the data is another issue in this research, whether it is normal or not. Graphical
methods, such as histograms and normality plots, can be conducted to provide a visual
inspection of the normal distribution of a data set prior to further interpretation of the
regression analysis. A useful graph that we can inspect to see if a distribution is normal called
a P–P plot (probability–probability-plot). The normal probability plots were used to test the
normality of data. It is comparatively simple graphical device to study the shape of the
probability density function (PDF) of a random variable is the normal probability plot (NPP).
It uses values of the variable of interest on the horizontal axis and the expected value of this
variable on the vertical axis. If the fitted line in the NPP is approximately a straight line, one
can conclude that the variable of interest is normally distributed.
Hence, Figure 4.4 Histograms can provide important information about the shape of a
distribution. If most of the scores are gathered around the middle of the continuum and a
gradual, symmetric decrease of frequency on either side of the center score occurs, it is
considered a normal distribution.

36
 Figure 4.3: Histogram of standardized residuals for normality test
Though no distribution can be considered “perfect”, as most of the scores are gathered around
the middle of the continuum and histogram is a bell-shaped, it is considered a normal
distribution.
4.6.3 Homoscedasticity Test
The assumption of Homoscedasticity indicates that the variance of errors is equal and
constant across all levels of the variables. Homoscedasticity is related to the assumption of
normality because when the assumption of normality is met, the relationship between the
variables is homoscedastic. Heteroscedasticity occurs when the variance of errors differs at
different values of the independent variables. This assumption requires evenly distribution of
residual terms or homogeneity of error terms throughout the data. According to Gujarati
(2004), this assumption can be assured by visual checking of a plot of the standardized
residuals by the regression standardized predicted rate. If the error terms are distributed
randomly with no certain pattern, then the problem is not detrimental for analyses.

37
 Figure 4.4: Scatter plots of standardized residuals for homoscedasticity test
Figure 4.2 above shows that the standardized residuals in this research are distributed evenly
indicating heteroscedasticity is not a serious problem in this data.
4.6.4 Independence of Errors (Autocorrelation) Test Result
This Linear regression assumption refers to that errors in regression are independent; this
assumption is likely to be met if the Durbin–Watson statistic is close to 2 and between 0 and
4. The Durbin–Watson statistic test for this study found to be 0<1.879<4 (see table 4.11
below) which indicate the assumption of independence of errors is met. Thus, the value of
Durbin Watson is close to 2 indicates there is no violation of Autocorrelation.
4.6.5 Linearity test
Linearity refers to the degree to which the change in the dependent variable is related to the
change in the independent variables.

38
 Figure 4.5: P-P plot of residuals to test linearity
From the above figure 4.3 the scatter plot of residuals shows no large difference in the spread
of the residuals as you look from left to right on figure 4.3; This result suggests the
relationship we are trying to predict is linear. Therefore, there is no problem of linearity.

4.6.6 Regression Model Fitting Summary and Coefficients

Table 4.12: Multiple Regression Analysis Model Summary Result
Model Summaryb
Mode R R Square Adj. R Square Std. E.of the Estimate Durbin-Watson
1 0.851a 0.724 0.720 0.49797 1.879
a. Predictors: (Constant), WE, Leadership, OS, Communication, LD
b. Dependent Variable: Employee Turnover Intension (ETI)
Source: Own Survey (2023)

From the above table 4.12 above, it has been seen that R-value is 0.851. Therefore, R value
(85.1%) for the overall employee engagement dimensions namely Leadership exercise (LE),
Communication(C), Learning & Development (LD), Organizational Support (OS) and
Working Environment (WE) suggested that there is a strong effect of independent variables
on the employees’ turnover intension (ETI). From the Table 4.12 above, it can also observed
that the coefficient of determination i.e. the R-square (R 2) value is 0.724, which representing
that 72.4% of the total variation of the dependent variable is due to the independent variables,
which in fact, is a strong explanatory power of regression and the other unexplored variables
may explain the variation in employee turnover intension (ETI), which accounts 27.6 percent
of it. The researcher concludes that 72.4% of the portion of the total variation in Employees’

39
Turnover Intension (ETI) is explained by the five employee engagement measure variables
that are included in this thesis.
Table 4.13: ANOVA Table of Regression Analysis Result
ANOVAa
Modelb Sum of Squares Df Mean Square F Sig.
1 Regression 209.273 5 41.855 168.79 0.000b
Residual 79.848 322 0.248
Total 289.121 327
a. Dependent Variable: Employee Turnover Intension (ETI)
b. Predictors: (Constant), WE, Leadership, OS, Communication, LD
Source: Own Survey (2023)

F-test is used to test the impact of overall explanatory power of the whole model, or the joint
effect of all explanatory variables as a group. (i.e. testing the overall performance of the
regression coefficients). It measures the statistical significance of the entire regression
equation rather than each individual coefficient as the beta value is designed to do. The
greater the value of F-statistics indicates that the variables included in the model have
together a significant effect on the dependent variable, and the model has a high explanatory
power. From the ANOVA Table 4.13, it is identified that the value of F-statistics is 168.79
which shows a statistically significant with the 5% level of significance (p=0.00<0.05). This
indicates that the overall model was reasonable fit and there was a statistically significant
association between independent variables (namely Leadership exercise (LE),
Communication(C), Learning & Development (LD), Organizational Support (OS) and
Working Environment (WE)).

As illustrated in table 4.12 above the value of adjusted R square is 0.720 which indicated
72.0% of changes in Employee Turnover Intension (ETI) can be accounted for by HRD
dimensions but the remaining change in Employee Turnover Intension (ETI) may be
accounted for variables other than the variables included in this study.

Table 4.14 also depicts the extent to which each independent variables influence the
dependent variable. The relative importance of employee engagement measures (independent
variables) in contributing to the variance of the employees’ Turnover Intension (ETI)
(dependent variable) was explained by the unstandardized Beta coefficient. The beta values
of the independent variables i.e. Communication(C), Learning & Development (LD),
Leadership exercise (LE), Organizational Support (OS) and Working Environment (WE) are
-0.432, -0.186, -0.262, -0.197 and -0.304, respectively.

40
 Table 4.14: Fitted Regression Analysis Results
Unstandardized Standardized
a
Model Coefficients Coefficients T Sig.
B Std. Error Beta
(Constant) 8.989 0.157 3.23 0.001
Communication -0.432 0.049 -.340 8.09 0.000*
Learning & Development (LD) -0.186 0.048 -.153 2.97 0.003*
Leadership Exercise -0.262 0.045 -.208 6.12 0.000*
Organizational Support (OS) -0.197 0.048 -.150 12.66 0.000*
Working Environment (WE) -0.304 0.048 -.244 12.66 0.000*
a. Dependent Variable: Employee Turnover Intension (ETI); * shows that the variables are statistically
significant at 5%.
Source: Own Survey (2023)

The result obtained from the regression analysis(Table 4.14) show that communication (C)
followed by working environment (WE) is more significant and statistically meaningful when
compared with the other employee engagement related variables in terms of ugly Employee
Turnover Intension (ETI). This can also be understood as a certain improvement on the staff
turnover intention when communication decreased by 0.432 and working environment
decrease by 0.304 which are significant. Thus, all considered independent variables were
statistically significant negative effect on Employee Turnover Intension (ETI); which leads
the significant negative effect of employee engagement on Employee Turnover Intension
(ETI).
4.7 Hypotheses Testing
Hypothesis testing is based on unstandardized coefficients beta and P-value to test whether
the hypotheses are rejected or not. At this point using this multiple regression coefficient
results (Table 4.14), the proposed five (5) hypotheses for this study were tested as follows.
H 1 a : There is statistically significant relationship between leadership exercises and employee
turnover intention at WU, Dessie campus
The result of multiple regression analysis in Table 4.14 above clearly indicates that leadership
exercises (LE) has significant effect on Employee Turnover Intension (ETI), since (p<0.05).
Besides the value of beta (β= -0.262) shows the negative effect of leadership exercises (LE)
on Employee Turnover Intension (ETI). Mishra, (2014) supports the above result and
leadership exercises (LE) has a negative and significant effect on Employee Turnover
Intension (ETI). Therefore, H1a is accepted

41
H 2 a : There is statistically significant relationship between communication and employee
turnover intention at WU, Dessie campus
The result of multiple regression analysis in Table 4.14 above clearly indicates that
communication (C) has significant effect on Employee Turnover Intension (ETI), since
(p<0.05). Besides the value of beta (β= -0.432) shows the negative effect of poor
communication among employees/ management of the institution on Employee Turnover
Intension (ETI).This finding is consistent with Obed Figueroa, (2015). Therefore, H 2a is
accepted
H 3 a : There is statistically significant relationship between learning & development (LD) and
employee turnover intention at WU, Dessie campus
The result of multiple regression analysis in Table 4.14 above clearly indicates that learning
& development (LD) has significant effect on Employee Turnover Intension (ETI), since
(p<0.05). Besides the value of beta (β=-0.186) shows the negative effect of learning &
development (LD) on Employee Turnover Intension (ETI). Takele (2017), which learning &
development (LD) has a negative and significant effect on Employee Turnover Intension
(ETI), supports the above result. Therefore, H3a is accepted.
H 4 a : There is statistically significant relationship between organizational support (OS) and
employee turnover intention at WU, Dessie campus
The result of multiple regression analysis in Table 4.14 above clearly indicates that
organizational support (OS) has significant effect on Employee Turnover Intension (ETI),
since (p<0.05). Besides the value of beta (β= -0.197) shows the negative effect of
organizational support (OS) on Employee Turnover Intension (ETI). The above result is
supported by DuPlooy & Roodt, (2010), which that organizational support (OS) as employee
engagement has a negative and significant effect on Employee Turnover Intension (ETI).
H 5 a : There is statistically significant relationship between working environment and
employee turnover intention at WU, Dessie campus
The result of multiple regression analysis in Table 4.14 above clearly indicates that financial
support for education (FS) has significant effect on Employee Turnover Intension (ETI),
since (p<0.05). Besides the value of beta (β = -0.304) shows the negative effect of working
environment (WE) on Employee Turnover Intension (ETI). The above result is supported by
Takele Dibekulu (2018), which that working environment (WE) has a negative and
significant effect on Employee Turnover Intension (ETI) at WU Dessie campus.

42
 4.8 Results of qualitative data analysis
Data collected using personal interview and focus group discussion is analyzed in narrative
forms as follows: There is a high rate of staff (Academic or Admin) attrition at Wollo
University, Dessie Campus. The interviewees give constructive suggestions regarding the
negative effect of staff engagement on turnover intention at Wollo University, Dessie
Campus. It is indicated a negative significant effect of dedication and absorption on turnover
intention. It is therefore important for organizations to employ individuals with a secure
attachment style since they are more likely to experience at work. It is utmost necessary for
the organization to reward dedicated employees by promoting them.

In addition, the participants (HRM Director, Team leaders and other officials) of the
interview session raised different factors that hinder employee engagement affecting
employee turnover intention. Among the factors influencing employee turnover intention
corruption, unclear work environment, lack of information flow, lack of liberty and
accountability, lack of continuous training and skill development, irresponsible management,
racism, groupism and discrimination; lack of support and monitoring , lack of awareness
creation foe new job position, etc.

43
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
This chapter deals with summary of major findings of the study, conclusions and
recommendations and possible solutions for the problems identified.
5.1 Summary of Major findings
By investigating the relationships between selected EE dimensions and their effect on
Employee Turnover Intension (ETI) and also by quantitatively testing the effect of
independent variables such as Leadership exercise (LE), Communication(C), Learning &
Development (LD), Organizational Support (OS) and Working Environment (WE) on
turnover intention of the employee, the following findings were obtained.
1. The demographic result of the study indicates that 65.5% (215) were male and the
remaining 34.5% (113) were females. Regarding the respondents’ age category, 138 (42.1%)
between age categories of 31-35 years this indicates that Wollo University of Dessie has
more youngest, energetic and productive employees. The results showed that the majority
192(58.5%) of the respondent employees was married. The study also indicates the
educational background of the respondents. Accordingly, 139(42.4%) of the total respondents
were second-degree (MA/MSc) holders. These shows nearly 50% of the respondents are
good educational status. Additionally, it has also been observed that 157(47.9%) respondent
employees have 2-4 year work experiences.
2. The respondents were also asked to indicate their opinion about the different EE
dimensions in Wollo University of the Dessie campus. Accordingly, leadership exercise (LE),
Communication(C), learning & development (LD), organizational support (OS) and working
environment (WE), the majority of the respondents were in favor of the EE practices
implemented in the sectors. The overall questionnaire items score a reliability of 0.726, which
shows its good consistency.
3. Correlation coefficient was computed for determining the relationship between the
independent variables (EE dimensions) and the dependent variable i.e. Employee Turnover
Intention (ETI). There was a negative and statistically significant relationship between the
variables mentioned as independent variables such as communication (C) (r= -.724, p<0.05),
learning and development (LD) (r= -.637, p<0.05), leadership exercise (LE) (r= -.609,
p<0.01), organizational support (OS) (r= -.590, p<0.05) and working environment (WE) (r=
-.677, p<0.01) with turnover intention of the employee. Therefore, all variables show
negative and significant relationship with Employee Turnover Intension (ETI).
4. The regression analysis was done to ascertain the extent to which the five variables
mentioned as independent variable explain the variance in Employee Turnover Intention

44
(ETI). The value of Adjusted R2=.720 which indicates 72.0% of variance in Employee
Turnover Intention (ETI) is explained by the variables Leadership exercise (LE),
Communication(C), Learning & Development (LD), Organizational Support (OS) and
Working Environment (WE). It supported the hypothesis that the EE dimensions in Wollo
University of Dessie campus have significant and negative effects on Employee Turnover
Intension (ETI).

5.2 Conclusion
As a higher education institution, Wollo University is expected to make an effort to fulfill the
demands of its employees to eradicate Employee Turnover Intension (ETI) and achieve
organizational success.
The purpose of this study was to examine the effect of EE with five dimensions in the process
of removing the Turnover Intension (ETI) of employees. Based on the study and the analysis
made, the following conclusions can be made. Human resources are generally regarded as the
most important asset in an organization. People provide experience, talent, skills and
knowledge necessary to achieve the organizational goals. The survival or progress of an
organization depends on its ability to identify, select, train and retain the right people. The
researcher addresses the research questions raised; and based on the findings from the study
and the following points states the conclusions made based on the results.

The study finding indicated that the negative effects of EE dimensions on Employee Turnover
Intension (ETI) at Wollo University in Dessie campus. The employee engagement(EE)
dimensions, Leadership exercise (LE), Communication(C), Learning & Development (LD),
Organizational Support (OS) and Working Environment (WE) were found to be significant
affecting Employee Turnover Intension (ETI). Briefly, the EE scheme was considered
significant in motivating employees’ job termination and leave. Generally, even though,
communication (C) and working environment (WE) are the key factors affecting the
Employee Turnover Intension (ETI), It can be concluded that employee engagement ( EE), in
general, has a negative relationship and negative effect on the Employee Turnover Intention
(ETI).

The finding also showed that all the dimensions of employee engagement (EE) have a
significant and negative relationship with the Employee Turnover Intension (ETI). While
observing the extent to which each independent variables influence the dependent variable
i.e. Employee Turnover Intension (ETI), the result obtained demonstrates that employees less

45
communication about their job is the most significant in terms of enhancing the turnover
intention level of employees. Poor and unsafe work environment had a higher effect on ETI
among the independent variable as the more important determinant in predicting the
dependent variable.
Furthermore, this shows that adjusting the EE tools can motive employees’ job performances
and stay in the organization with best job practices.
5.3 Recommendations

From the findings of this study, it was observed that there is an indirect and negative
relationship between EE practices dimensions and Employee Turnover Intension (ETI),
which means that the EE practice measures are indirectly proportional to Employee Turnover
Intension (ETI). This indicates that the change in human resource development necessarily
results a reverse change in the level of Employee Turnover Intension (ETI).

Therefore, it is recommended that the university can attract and retain competent employees
by improving the employees‟ job engagement and provide an adequate environment and
required support, to let employees‟ turnover intentions at lower stride. Targeted efforts that
enhance leadership behaviors, encourage employee empowerment in their work, and foster
performance conversations are initial steps in engaging the federal workforce. Federal
government human resource management practices (e.g., transition planning and such
employee benefits as reducing the wage gap) can supplement these efforts to attract and
retain an engaged and productive federal workforce. Targeted efforts that enhance leadership
behaviors, encourage employee empowerment in their work, and foster performance
conversations are initial steps in engaging the federal workforce. Federal government human
resource management practices (e.g., transition planning and such employee benefits as
reducing the wage gap) can supplement these efforts to attract and retain an engaged and
productive federal workforce.

The study findings support that the employee engagement has significant negative impact on
turnover intention, i.e. employee engagement decreases turnover intention, so there is a need
to improve the strategies to ensure the high employee engagement. To improve the vigor of
employees through improving the environment of the work, since it has the highest
significant negative impact on turnover intention. Moreover, it is necessary to improve the
mental flexibility of the employees through assign staff to meaningful and purposeful work.

46
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49
 APPENDEX A: QUESTIONNAIRE USED FOR THE STUDY (ENGLISH)
WOLLO UNIVERSITY
COLLEGE OF BUSINESS AND ECONOMICS, DEPARTMENT OF
BUSSINESS ADMINSTRATION
QUESTIONNAIRE ON EMPLOYEE ENGAGEMENT AND TURNOVER
INTENTION
Dear respondent,
My Name is Seid Ahmed. I am a graduate Student at Wollo University, conducting research
entitled “The Effect of Employee Engagement on Turnover Intention In The Case Of
Wollo University” in partially fulfill the requirements for award of Masters of Arts Degree in
Business Administration (MBA). To this end, your kind and objective response will
significantly contribute to find practical and possible solution to the problem. Therefore, your
honest responsiveness is strongly required to make the research valuable and reliable. This is
purely academic exercise, so any information given would not be disclosed to the third party.

Note:
 Please don‟t write your name
 Please cross X on your choice on the space provided
Part One. Basic Information of Business owner/ manager/ respondent
1. Gender Male Female

2. Age ________________

Your Employment position/ staff? Academic Administrative

3. Educational Level College Diploma Bachelor Degree (BSc/BA)

Second Degree (MA/MSc) PhD and above

4. Work experience in the University ≤1 year 2-4 years 5 & above

5. Marital status Single Married Divorced Widowed

50
Part Two: Potential indicators/ Drivers of engagement
The following are drivers of engagement. Please read carefully and decide their relative
worth to you to stay engaged at your work and indicate the magnitude by crossing the number
(from 1 to 5) that best describes how you feel. After you read each of the item, evaluate them
in relation to your institution and then put a tick mark (√) under the choices below. Where, 5
= strongly agree, 4 = agree, 3 = undecided, 2 = disagree and 1= strongly disagree.
Variables/Items 1 2 3 4 5
1. Leadership
1.1 I am involve in a decision-making that affects my job
1.2 I have a good working relationship with my immediate supervisor
1.3 My manager care about my career, keep me informed, treat fairly,
encourage me to perform well
1.4 In my job I get feedback and my feedback has value
2. Communication
2.1 I have readily available information I need to do my job
2.2 I am able to voice my ideas, my manager listen to these views, and
value my contributions
2.3 I am informed on what is going on in the organization
3. Learning & Development
3.1 I get equal access to training and development opportunities
3.2 I am encouraged to develop new skills
3.3 I have support on my continuing professional development
4. Organizational Support
4.1 My effort is recognized by the organization
4.2 I feel the pay & benefits I receive are fair for my responsibility
compared to other staff with similar qualification within & outside the
organization
4.3 My work is motivating, challenging, rewarding & helps me to strive more

5. Working Environment
5.1 In my organization there is harmonious & conducive working
environment
5.2 I work in a cooperative working environment where employees
value teamwork
5.3 My organization takes health and safety seriously, works to
minimize accidents, injuries, violence and harassment

51
Part Three: Items to measure employees’ intention to leave their job
The following are indicators of turnover intention . Please read carefully and decide their
relative worth to you to leave your work and indicate the magnitude by crossing the number
(from 1 to 5) that best describes how you feel. After you read each of the item, evaluate them
in relation to your institution and then put a tick mark (√) under the choices below. Where, 5
= strongly agree, 4 = agree, 3 = undecided, 2 = disagree and 1= strongly disagree.
Variables/ Items 1 2 3 4 5
1 I am planning to search for a new job during the next 12 months
2 If I have my own way, I will not be working for this organization
one year from now
3 There are other comparable jobs available
4 I am attracted to opportunities somewhere else
5 I believe that I could easily find an equal or better job
6 I feel that I might lose valuable experience if I leave this
organization
7 I feel that I owe the organization because it has supported me
8 I feel obligated to stay in this organization
9 I will leave the company if I get a job with an appropriate salary
10 I often think about quitting my current job

Thank you for your cooperation!!

52
 WOLLO UNIVERSITY
COLLEGE OF BUSINESS AND ECONOMICS, DEPARTMENT OF
BUSSINESS ADMINSTRATION
APPENDEX B: INTERVIEW GUIDLINE FOR TOP MANAGMENTS
AND HUMAN RESOURCE OFFICALS

1. Years of experience in general _______________________________

2. Years of experience in this University ________________________
3. Qualification: _______________________________
4. What do you feel about staff (Academic or Admin) attrition at Wollo University, Dessie
Campus________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
____________________________________________________________
5. What is your expectation regarding the effect of staff engagement on turnover
intention at Wollo University, Dessie Campus?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
6. If the University has to perform to its maximum, what are the efforts that should be
done? Who should do what do you think?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________
7. Which employee engagement dimension (e.g. Vigor, Dedication or Absorption) has
effect on employee turnover intention? Explain more other factors if any
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

53
 APPENDEX C: QUESTIONNAIRE USED FOR THE STUDY (AMHARIC)
ወሎ ዩኒቨርሲቲ
የቢዝነስና ኢኮኖሚክስ ኮሌጅ
የገባየ (የቢዝነስ) ልማት አስተዳደር ትምህርት ክፍል
ስለ ሰራተኞች ተሳትፎ እና ከስራ የመልቀቅ ሀሳብ የሚዳስስ መጠይቅ
ውድ የጥናቱ ተሳታፊዎች፡-
ስሜ ሰይድ አህመድ ይባላል፡፡ በወሎ ዩኒቨርስቲ የቢዝነስ ልማት አስተዳደር የማስትሬት (የ 2 ኛ) ዲግሪ ተመራቂ ተማሪ
ስሆን በአሁኑ ወቅት ለዚሁ ማሟያ የሚሆን የመመረቂያ ጹሁፌን በማዘጋጀት ላይ እገኛለሁ፡፡ የጥናቱ ዋና አላማ
የሰራተኞች ተሳትፎ ከስራ መልቀቅ ሀሳብ ላይ የሚሳድርው ተፅ ዕኖ በወሎ ዪኒቨርሱቲ መለየት ነው፡፡ለዚህም አሳታፊና
ችግር ፈች መፍትሄ ለመፈለግ የእርስዎ እርግጠኛና አላማን ያነጣጠረ መልስ ወሳኝ ነው፡፡ በመሆኑም እርስዎ የሚሰጡት
ትክክለኛና እዉነተኛ መረጃ ለጥናቱ ውጤታማነት በጣም አስፈላጊ መሆኑን በመገንዘብ መጠይቁን በጥንቃቄ እንዲሞሉ
እጠይቃለሁ፡፡ ይህንን መጠይቅ በሙሉ ታማኝነት እንዲሞሉልኝ እየጠየኩኝ የሚሰጡኝ መረጃ ከዚህ ጥናት ውጭ ለሌላ
ለምንም አገልግሎት እንደማይውል አረጋግጣለሁ፡፡ በመጨረሻም የሚሰጡት መረጃ ለትምህርታዊ ልምምድ በመሆኑ
ሚስጥራዊነቱ የተጠበቀና ለዚህ ጥናት ዓላማ ብቻ እንደሚውል፣ ለ 3 ኛ ወገን የማይተላለፍ መሆኑን አረጋግጣለሁ፡፡
ማሳሰቢያ፡- ስም መፃፍ አያስፈልግም

ክፍል አንድ፡ የተሳታፊዎች መሰረታዊ መረጃ

በዚህ ክፍል የሚገኙ ጥያቄዎች ለመመለስ ከታች በተቀመጡት ሳጥኖች ውስጥ የሚስማማዎትን የ ምልክት ያስቀምጡ ፡፡
√
1. ፆታ ወንድ ሴት
2. እድሜ (ዓመት) ____________________________
3. የቅጥር ሁኔት (ሥራ) አካዳሚክ/ትምህርት አስተዳደር
4. የትምህርት ደረጃ የኮሌጅ ዲፕሎማ የመጀመሪያ ዲግሪ ሁለተኛ ድግሪ 3 ኛ ድግሪና
ላይ
5. የስራ ልምድ በዪኒቨርሲቲው ≤ 1 ዓመት ከ 2-4 ዓመት 5 ዓመት እና ከዛ በላይ
6. የጋብቻ ሁኔታ ያላጋባ ያገባ የተፋታ የሞተበት

ክፍል ሁለት፡ የሰራተኞች ተሳትፎ መሰረታዊ አመልካቾች

ከዚህ በታች ለሰራተኞች ተሳትፎ አመላካች ሀሳቦች ሊሆኑ የሚችሉ ነገሮች ተዘርዝረዋል፡፡ ከተዘረዘሩት ሀሳቦች የእርስዎን የስራ
ዘርፍ ይበልጥ ተፅእኖ የሚያሳድሩትን በደረጃ ስምምነትዎን ያመላክቱ፡፡ ለእያንዳንዱ ጥያቄ ከአማራጮቹ አንድ ጊዜ ብቻ
የ(√) ምልክት በማድረግ ምላሽ ይስጡ፡፡
1 = በጣም አልስማማም 2 = አልስማማም 3 = ለመወሰን እቸገራለሁ 4 = እስማማለሁ 5 = በጣም እስማማለሁ
በጣም አልስማ ለመወሰን እስማማለ በጣም

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ተ.ቁ ሀሳቦች/ጉዳዮች አልስማማም ማም እቸገራለሁ ሁ እስማማለሁ
1. አመራርነት 1 2 3 4 5
1.1 ለስራየ ተፅዕኖ በሚፈጥር ጉዳይ ላይ ውሳኔ እሰጣለሁ
1.2 ከቅርብ ተጠሪየ ጋር መልካም ግንኙነት አለኝ
1.3 ውጤታማ እሆን ዘንድ ኃላፊየ መረጃ ይሰጠኛል፣
ያበረታታኛል፡፡
1.4 በስራየ ግምገማ አገኛለሁ እናም ግምገማው ዋጋ አለው
2. መገናኛ/ግንኙነት 1 2 3 4 5
2.1 ስራየን ለመስራት በበቂ ሁኔታ መረጃ አለኝ
2.2 ሀሳቤን መግለፅ እችላለሁ፣ሀላፊም ያዳምጠኛል
2.3 በመስሪያ ቤቱ ስለሚከናወኑ ጉዳዮች መረጃ አለኝ
3. መማማር እና እድገት 1 2 3 4 5
3.1 በስልጠናና እድገት አማራጮች ላይ እኩል ተሳትፎ
አለ
3.2 አዳድስ ክህሎቶች ለማዳበር ተነሳሽነት አለኝ
3.3 ተካታታይ የሙያ እድገት ላይ ድጋፍ አለኝ
4. አስተዳደራዊ /የመስሪያ ቤት ድጋፍ 1 2 3 4 5
4.1 የግል ጥረቴ በመስሪያ ቤቱ እውቅና አግኝቷል
4.2 በስራየ የማገኘው ክፍያ እና ጥቅማጥቅም በቀ
4.3 የቢዝነስ ልማት አገልግሎት እጥረት፡፡
4.4 በቂ እና ፈጣን የሆነ የትራንስፖርት አገልግሎት
አለመኖር፡፡
5. የስራ አካባቢ 1 2 3 4 5
5.1 በመስሪያ ቤቱ ምቹ እና አበረታች የስራ አካባቢ
አለ
5.2 የሰራተኞች የጋራ ስራ ዋጋ በሙሰጥበት የማህበር
የስራ አካባቢ ባለበት ሁኔታ እየሰራሁ ነው
5.3 በመስሪያ ቤቱ ፈሰራተኞችን ጉዳትና ችግር
በመቀነስ ለሰራተኞች ጤና እና ደህንነት በፅኑ
ይጥራል፡፡

ክፍል ሁለት፡ የሰራተኞች ተሳትፎ መሰረታዊ አመልካቾች

ከዚህ በታች ለሰራተኞች ተሳትፎ አመላካች ሀሳቦች ሊሆኑ የሚችሉ ነገሮች ተዘርዝረዋል፡፡ ከተዘረዘሩት ሀሳቦች የእርስዎን የስራ
ዘርፍ ይበልጥ ተፅእኖ የሚያሳድሩትን በደረጃ ስምምነትዎን ያመላክቱ፡፡ ለእያንዳንዱ ጥያቄ ከአማራጮቹ አንድ ጊዜ ብቻ
የ(√) ምልክት በማድረግ ምላሽ ይስጡ፡፡
1 = በጣም አልስማማም 2 = አልስማማም 3 = ለመወሰን እቸገራለሁ 4 = እስማማለሁ 5 = በጣም እስማማለሁ

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 በጣም አልስማ ለመወሰን እስማማለሁ በጣም
ተ.ቁ ሀሳቦች/ጉዳዮች አልስማማም ማም እቸገራለሁ እስማማለሁ
1 2 3 4 5
1 በቀጣይ 12 ወራት ውስጥ አድስ ስራ እፈልጋለሁ
2 አማራጭ ካገኘሁ ከዚህ በኋላ ለ 1 ዓመት ያህል እንኳ
በዚህ መስሪያ ቤት አልሰራም
3 ሌሎች ተወዳዳሪ ስራዎች አሉ
4 በሌላ ቦታዎች ባሉ አማራጮች ላይ ትኩረት አለኝ
5 ከዚህ ስራ እኩል ወይም የተሻለ በቀላሉ አገኛለሁ
6 ይህን ስራ ብለቅ ጠቃሚ የስራ ልምደን አጣለሁ
7 በዚህ መስሪያ ቤት መስራት እንዳለብኝ ይሰማኛል
ምክንያቱም እረድቶኛል
8 በዚህ መስሪያ ቤት የመቆየት ግደታ እንዳለብኝ
ይሰማኛል
9 ጥሩ ደመወዝ ያለው ስራ ካገኘሁ ይህን መስሪያ ቤት
እለቃለሁ
10 አሁን ያለኝን ስራ ስለመልቀቅ ሁልጊዜ አስባለሁ

ጊዜዎን ሰውተው ስላደረጉልኝ ትብብር ከልብ አመሰግናለሁ፡፡

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