ABSTRACT
PurposeThis study aims to examine the relationship between polychronicity, job autonomy, perceived workload, work-family conflict and high work demand on the health-care employee turnover intention during the COVID-19 pandemic. Design/methodology/approachThe authors conducted quantitative research in private hospitals using a self-administered questionnaire, and 264 respondents participated. The authors also used an analysis of moment structures to determine the relationship between independent and moderating variables. FindingsThe results show a significant positive relationship between polychronicity, job autonomy, perceived workload, work-family conflict and high work demand, affecting turnover intention. This study also found the moderating effect of high work demand on work-family conflict and turnover intention. Research limitations/implicationsThis research was limited to hospitals in Bahrain during the COVID-19 pandemic. Nevertheless, the findings highlight the factors associated with health-care employee turnover intention and only five factors were identified. Practical implicationsThis study enhances the theoretical and practical effects of turnover intention. The results provide a competitive benchmark for hospital managers, administrators and governing bodies of employee retention. Social implicationsIt advances economics and management theory by enhancing the understanding of health-care employees' turnover intention in Bahrain. It serves as a basis for future large-scale studies to test or refine existing theories. Originality/valueTo the best of the authors' knowledge, this study is the first to adopt extrinsic variables in self-determination theory to measure the turnover intention of health-care employees. However, using resources in a crisis can be applied to any disaster.
ABSTRACT
The COVID-19 pandemic situation has impacted the entire education system, especially universities, and brought a new phase in education, "blended learning." The objective of the research was to study the relationship of eight independent factors: e-learning environment, elearning facilitation, e-learning materials, e-learning technical support, instructors' personal attention, interaction with instructors, interaction with peer students, and laboratory learning environment, in the provision of effective blended learning in higher education during COVID-19 pandemic. Additionally, an extended relationship of gender and level of course with the effective blended learning was studied. A descriptive cross-sectional study was conducted with the students of higher education institutions in the Kingdom of Bahrain, and the Kingdom of Saudi Arabia, with a self-administered questionnaire aimed to learn the students' perception of blended learning. All levels of undergraduate and postgraduate students took part in the study with a sample size of 1229. Ultimately, this study used a Structural Equation Modelling (SEM) approach to find the positive relationship between the effective blended learning and the eight independent variables and two mediating variables in the higher education sector. The study results portrayed a positive relationship between the eight independent variables and blended learning effectiveness in higher education institutions. The findings revealed that there is a difference in the students' perception of gender, level of the course, and the effectiveness of blended learning in the HEIs. The research offers guidance to governing bodies, administrators, and teachers of HEIs in decision-making and improves their actions to provide the best teaching and learning through blended learning. HEIs need to focus on the study results to enhance blended learning effectiveness based on e-learning environment, e-learning facilitation, e-learning materials, e-learning technical support, instructors' personal attention, interaction with instructors, interaction with peer students, and laboratory learning environment. Also, since there is a significant difference between the gender, level of the course, and blended learning, providing blended learning based on gender and level of the course needs to be concentrated on by the higher education institutions.