Impact of HRM Practices on University Teachers’ Burnout: Exploring the Mediating Role of Organizational Climate

Abstract

This study investigated the impact of human resource management (HRM) practices on university teachers’ burnout, with organizational climate serving as a mediating variable. The research contributes from theoretical, managerial, academic, and practical perspectives. A quantitative approach and causal-comparative research design were employed. Data were collected through a cross-sectional survey, providing numerical descriptions of the study variables. The study was delimited to teachers from two universities in Lahore, one public and the other private. Specifically, faculty members from the University of Education and Superior University constituted the population. At the first stage, purposive sampling was used to select one public and one private university, after which stratified proportionate sampling identified four departments from each institution. The research instrument was pilot-tested to ensure validity and reliability. Data were analyzed using descriptive statistics and inferential techniques, including independent-samples t-tests, one-way ANOVA, correlation, and linear regression. The findings revealed significant positive relationships among the key constructs. Regression analysis indicated that HRM practices significantly reduced faculty burnout while enhancing organizational climate. Furthermore, organizational climate itself showed a strong positive association with burnout. Gender-based differences were identified through the t-test, with male faculty reporting slightly stronger perceptions than female faculty. However, results from the one-way ANOVA showed no significant differences in HRM practices or burnout across demographic variables such as age, department, institutional type, or academic qualifications when organizational climate was considered as a mediator.