Abstract

This study examines the growing trend of faculty members in higher education institutions quietly leaving their positions, where they only work on tasks that have been allocated to them and avoid taking on more general institutional responsibilities. Data from a demographically varied sample of teaching professionals was gathered using a standardized questionnaire with a five-point Likert scale. The goal was to investigate how two important organizational characteristics leadership style and perceived institutional support relate to silent leaving inclinations. The associations between these factors were tested using statistical tools like Pearson correlation. Stronger institutional support and participatory leadership styles are strongly linked to lower levels of silent resignation, according to the findings. The results highlight how crucial encouraging surroundings and capable leadership are to sustaining teacher engagement and motivation. The study offers insightful information that academic administrators and legislators may use to encourage a more dedicated and engaged teaching staff.

Authors

S. Rajesha¹, M. Nirmala², K.M. Anusha³, H.M. Kiran Kumar⁴
Vidya Sanskaar Institute of Science, Commerce and Management, India^1,4, Bengaluru City University, India², Community Institute of Science, Commerce and Management Studies, India³

Keywords

Higher Education, Faculty Engagement, Leadership Style, Quiet Quitting, Institutional Support