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EVALUATING THE IMPACT OF SELF-DIRECTED LEARNING ON

TURNOVER INTENTION:
A STUDY ON FACULTY MEMBERS

Saket Jeswani
Sr. Assistant Professor, Shri Shankaracharya Institute of Technology and Management,
Junwani, P.O. Nehru Nagar, Bhilai, Chhattisgarh, India - 490020
Sumita Dave
Professor, Faculty of Management Studies, Shri Shankaracharya Group of Institutions,
Junwani, P.O. Nehru Nagar, Bhilai, Chhattisgarh, India – 490020

ABSTRACT
The complexity of life and the increasing importance of learning put an added emphasis on an
individual’s self-direction in learning. In the light of various theories and broad discussions with
faculty members, self-directed learning acts as a positive source of employee retention. Thus, the
study evaluates the Self Directed Learning Readiness of faculty members of technical
educational institutes of India. We identified three antecedents of Self Directed Learning viz. self
management, desire for learning and self control, which are independent variables and Turnover
Intention is dependent variable. We generated 18 items instruments to measure self-directed
learning readiness and we collected data from 273 faculty members through structured
questionnaires. Principal component analysis with varimax rotation was used to determine
construct validity and Cronbach’s coefficient alpha to determine the scale internal consistency.
Regression analysis was used to find the causal relationship between both the variables. The
results of the study reveal that Self-management and Desire for learning has inverse significant
impact on turnover intention. Such a scale will allow faculty members to diagnose their attitudes,
abilities and personality characteristics, necessary for self-directed learning.
Keywords: Self Directed Learning, Self Directed Learning Readiness, Faculty Members,
Technical Educational Institutes, Turnover Intention.

1. INTRODUCTION

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The dynamic environment of education industry, significance of knowledge and complexity of

professional life makes it vital, that faculty members of technical educational institutes maintain
competency by continuing to learn throughout their career. Self-directed learning is one way of
ensuring continued competence in knowledge and skills in the field of education. Self-directed
learners are individuals who take the initiative for their learning; diagnose their learning needs;
formulate learning goals; identify human and other resources; choose and implement learning
strategies; and assess learning outcomes (Knowles, 1975).
Self-direction is a necessary characteristic in lifelong learners. Teachers, in order to make
best use of the new tools and changes in approaches to teaching, must be life-long learners. As
technology is ever changing, simply providing the in-service teacher with basic technology skills
will not be enough. They must be able to self-direct and self-regulate their learning for the whole
duration of their career, if they are to effectively practice their profession. Rapid changes in a
‘high-tech’ society exceed the ability of formal educational system to respond to new learning
needs. Therefore, the future of education will increasingly include emphasis on self-directed
learning skills and activities. Despite recognition of such a trend, knowledge of self-directed
learning and self-directed learners is in its infancy.
Self-directed learning is a central concept in the study and practice of adult education
(Brockett & Hiemstra, 1991). The most frequently used definition of self-directed learning as a
process was developed by Malcolm Knowles (1975), whose work provided a foundation for self-
directed learning in both educational and workplace contexts. He described it as a process in
which the learner, with or without the help of others, identifies learning needs, defines learning
goals, develops and implements a learning plan, and evaluates the learning gained. This cyclical
process often results in the identification of new learning needs. The learners who are most likely
to be successful in this process are those who have the highest levels of readiness for self-
directed learning: a complex mixture of knowledge, skills, attitudes, and habits.
A highly self-directed learner is one who exhibits initiative, independence, and
persistence in learning; one who accepts responsibility for his or her own learning and views
problems as challenges, not obstacles; one who is capable of self-discipline and has a high
degree of curiosity; one who has a strong desire to learn or change and is self-confident; one who
is able to use basic study skills, organize his or her time, set an appropriate pace for learning, and

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develop a plan for completing work; one who enjoys learning and has a tendency to be goal-
oriented. (Guglielmino, 1977)
This empirical study of self-directed learning is designed to determine the impact of self-
directed learning readiness on turnover intention of faculty members of technical educational
institutes of India. Business, government and industry are expected to depend heavily upon self-
directed learning in the future. Because of the increasingly close relationship between education
and these sectors of the economy, educators should have a keen interest in this kind of research.
The review of research and literature in the area of self directed learning and turnover intentions
aim to demonstrate the links between these variables. The study is expected to contribute to
policy makers of technical educational institutes to formulate strategies in order to facilitate the
faculty members to inculcate in them the readiness of self-directed learning.

2. LITERATURE REVIEW

2.1 Self-Directed
‘Self-directed’ means that the learner commences the learning, decides what learning
experience will occur, and decides upon the method in which the learning experience will take
place. The learning experience can take place in formal, non-formal, and informal settings. In
other words, self-directed learning is learning in which the learner is primarily responsible for its
planning and implementing. Learners become self-directed as they mature, having had exposure
to a myriad of contexts where learning is sought and acquired. Assessing self-directed learning
may be based on a variety of aspects including personality, on-the-job learning, and personal
responsibility (Merriam, Caffarella, & Baumgartner, 1999).

2.2 Self-Directed Learning (SDL)

Self-Directed Learning is a continuous engagement in acquiring, applying and creating
knowledge and skills in the context of an individual learner’s unique problems. Self-directed
learning capabilities are critical in the ever-changing knowledge economy where the only
constant is change. Instilling a life-long learning perspective implies that schools and universities
need to prepare learners to engage in Self-directed learning processes.

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It is a method of instruction used increasingly in adult education within tertiary

institutions. Self-directed learning can be defined in terms of the amount of responsibility the
learner accepts for his or her own learning. The self-directed learner takes control and accepts the
freedom to learn what they view as important for themselves. The degree of control the learner is
willing to take over their own learning will depend on their attitude, abilities and personality
characteristics. Readiness for SDL exists along a continuum and is present in all individuals to
some extent. The literature supports the contention that matching teaching delivery with SDL
readiness offers the best opportunity for learning (Guglielmino, 1977; Wiley, 1983).
According to Knowles (1975), SDL is defined as ‘a process in which individuals take the
initiative, with or without the help of others, in diagnosing their learning needs, formulating
learning goals, identifying human and material resources for learning, choosing and
implementing appropriate learning strategies and evaluating learning outcomes’. In defining
SDL, two aspects need to be explored: firstly SDL as a process or method of learning (Knowles,
1975; Long, 1990) and secondly, in terms of personality characteristics that are required and
developed as an outcome of SDL (Oddi, 1986, 1987). The continuum of teacher-versus self-
direction can be described in terms of the amount of control the learner has over their learning
and the amount of freedom given to them to evaluate their learning needs and to implement
strategies to achieve their learning goals.

2.3 Self-Directed Learning Readiness (SDLR)

Self-directed learning readiness is defined as ‘the degree to which an individual possesses
the attitudes, abilities and personality characteristics necessary for self-directed learning’ (Wiley,
1983). Inherent in this definition are several assumptions about SDL readiness. Firstly, adults are
inherently self-directing, i.e. readiness for SDL exists along a continuum and is present in
individuals to an extent. Secondly, competencies required for self-direction can be developed to
some extent and the best way to learn autonomous behavior is to behave autonomously. Finally,
the ability to learn independently in one situation or context can be generalized to other settings
(Candy, 1991).

2.4 Self-Directed Learning Readiness Scales (SDLRS)

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Two Likert-type instruments available for the assessment of readiness for SDL are
Guglielminos’ Self-Directed Learning Readiness Scale (SDLRS) and Oddi’s Continuing
Learning Inventory (OCLI). SDLRS is a better instrument, since it addresses both attributes and
skills along with its more extensive literature foundations. Moreover, greater evidence of its
construct, content and criterion reliability and validity are also prevalent in the literature. The
Self-Directed Learning Readiness Survey (also known as the Learning Preference Assessment-
LPA) can be used by educators to assess a learner’s attitudes, skills, and behavior toward taking
responsibility for their own learning. Thus, for the purpose of this research paper, the SDLRS
was deemed as the most suitable instrument for soliciting an accurate measurement of readiness
for SDL.
The SDLRS is a self-report questionnaire with Likert-type items developed by Dr. Lucy
M. Guglielmino in l977. It is designed to measure the complex of attitudes, skills, and
characteristics that comprise an individual's current level of readiness to manage his or her own
learning. The version of the instrument used in the study was a self scoring form. The self-
scoring SDLRS is composed of three factors, namely Self-management, Desire for learning and
Self-control. The instrument most widely used in educational research to measure SDL readiness
is Guglielmino’s Self-directed Learning Readiness Scale (SDLRS) (Wiley, 1983; O’Kell 1988;
Linares, 1989, 1999). Issues have been raised concerning the cost, validity and use of this
instrument. Thus, for the purpose of this article, the SDLRS was deemed as the most suitable
instrument for soliciting an accurate measurement of readiness for SDL for faculty members of
technical educational institute of India.

2.5 Antecedents of Self Directed Learning

According to Guglielmino (1977), there are three antecedents of self directed learning
viz. self management, desire for learning and self controls, which are explained in detail.

2.5.1 Self Management

Self-management concerns task control issues including the enactment of learning goals
and the management of learning resources and support. Self-management of learning tasks
represents a collaborative experience between the teacher and the learner. The teacher maintains

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an appropriate dynamic balance of external control necessary for successful educational

outcomes.

2.5.2 Desire for Learning

For the purpose of knowledge acquisition, self-directed learners’ motivations for learning
are extremely strong.

2.5.3 Self Control

Control may be broken down into its cognitive aspect (eg. when I learn I don’t allow
myself to be distracted), its metacognitive aspect (eg. I sometimes interrupt my learning to think
back over what I have done so far) and its motivational aspect (eg. it is important for me to
achieve my learning objective).

2.6 Turnover Intention

Employee turnover has been frequently highlighted as a critical phenomenon among
organizational scholars and practitioners because of its negative influences on organizational loss
(Morrow & McElroy, 2007). Teacher turnover, impacts the overall quality of an education
system and students’ achievement levels (Ingersoll, 2001). Supportive and innovative
organizational cultural factors could be considered as among the most critical factors in
preventing and reducing high teacher turnover. (Certo & Fox, 2002; Chittom, & Sistrunk, 1990;
Futrell, 1999; Kirby & Grissmer, 1993).
Turnover can be positive or negative towards employee organization and communities.
Some time the employees may decide to move from one organization to the other for their career
objectives. Some time the employee may feel that the promises and expectations of the
organization towards promotion or rewards are not fulfilled and it makes them to leave the job
(Mobley, 1982). Turnover intention is the probability that an individual employee would stay in
the organization or not (Cotton and Tuttle, 1986).

3. RESEARCH OBJECTIVES
Increasing competition and the growth in business, added with constant and increasing
rates of change, place new demands on management to implement effective models of human

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resource development. Exceptional growth in information and technology has created parallel
demands for learning and problem-solving capabilities such that it has become impossible for
training design and delivery to keep pace with learning needs. At the same time, global
competition has made rapid response to learning needs even more critical. Therefore, this study
proposes to explore the readiness for self-directed learning of faculty members with the
following objectives:
1. To identify the various antecedents of self directed learning among faculty members.
2. To analyze the impact of self directed learning and its antecedents on turnover intention of
faculty members of technical educational institutes of India.
3. To describe the importance of retaining efficient faculty members and developing strategies
to enhance their retention practices through developing self directed learning readiness.

Thus, the study attempts to uncover the self directed learning readiness among faculty
members in technical educational institutes of India.

4. INDEPENDENT & DEPENDENT VARIABLES

An appropriate instrument is required to formulate the questionnaire. This instrument
needs some base and background of independent and dependent variables. Self Directed
Learning is the independent variable, which has an impact on the turnover intention of faculty
members acting as a dependent variable (Guglielmino & Guglielmino, 1987; Roberts, 1986;
Durr, 1992). Further, the three antecedents of Self Directed Learning i.e. from X1 to X3 are
independent variables, which have an impact on Self Directed Learning acting as independent
variable (Guglielmino, 1977).

5. MODEL OF THE STUDY

There are three antecedents of SDL, which have a direct impact on turnover intention of
faculty members of technical educational institutes of India. An SDL – Turnover Intention
Model is generated after identifying the predictors of organizational culture to analyze the impact
of organizational culture turnover intention as shown in fig 1.

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Figure 1: SDL – Turnover Intention Model

6. RESEARCH HYPOTHESIS
Based on this integrative literature review, three research hypotheses were developed to
fulfill the objectives of this study:

H1: Self Managements has a significant impact on Turnover Intention.

H2: Desire for Learning has a significant impact on Turnover Intention.
H3: Self Control has a significant impact on Turnover Intention.

7. RESEARCH INSTRUMENT
The description of independent and dependent variables helps in developing the research
instrument, which is further utilized to formulate the questionnaire. 3 items research instrument
for turnover intention (dependent variable) was designed referring to ‘Turnover Intention Scale’
developed by Donnelly and Ivancevich (1985). 15 items research instrument three antecedents of
self directed learning (i.e. 5 items for each antecedent) were designed referring to ‘Self Directed
Learning Readiness Scale’ developed by Guglielmino (1977). Therefore, 18 items research
instrument have been generated for the purpose of the study including both dependent and
independent variable as depicted in Table 1.

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Table 1: Research Instrument
Variable Items Scale Source
Turnover Z1 Actively searching for a new job next year Donnelly and
Intention Z2 Often think about quitting present job Ivancevich
(Z) Z3 Leave as soon as possible (1985)
X11 Time Management
Self X12 Self Disciplined
Management X13 organize
(X1) X14 set specific times
X15 priority
X21 enjoy learning new information Guglielmino's
Desire for X22 enjoy studying self-directed
Learning X23 Gathering information to take decision learning
(X2) X24 learn from my mistakes readiness
X25 Demand for help scale (1977)
X31 responsible for my own decisions/actions
X32 prefer to set my own learning goals
Self Control
X32 expectations
(X3)
X34 able to focus on a problem
X35 aware of my own limitations

8. RESEARCH METHODOLOGY
The conclusive design was applied in this study to analyze the impact of predictors of
organizational culture on faculty members’ turnover intention. Non-probabilistic convenience
sampling method was adopted for data collection. The data was collected after formulation of
structured questionnaire with the help of research instrument generated. The questions were
asked on seven point likert scale from the respondents. The questionnaire consisted of three
sections i.e. turnover intention, predictors of organizational culture and respondents’
demographic characteristics. It was distributed online to 1000 faculty members of India. The
country was divided into 5 zones viz. East, West, North, South & Central, targeting sample size
of 200 from each zone of India. The response rate was 27.3% (n = 273). The data were collected
from faculty members of all cadres viz. Assistant Professors, Associate Professors and
Professors.

8.1 Measures:

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The literature was extensively surveyed to compile a list of attitudes, abilities and
personality characteristics of a self-directed learner. A bank of items was developed drawing
from the work of Chickering (1964), Gugliemino (1977), Knowles (1975, 1990) and Candy
(1991). Considerable attention was given to developing clear and unambiguous items. When
items were developed, after through discussion with faculty members, care was taken to use
simple language and short sentences that were neither double barrelled nor leading. To measure
SDLR, 15 items instrument (5 items for each Self-management, Desire for learning, Self-control)
has been utilized from Guglielmino's self-directed learning readiness scale (1977). Turnover
intention, the dependent variable of the study, was assessed using three items adapted from
Donnelly and Ivancevich (1985). The statements or items in the instrument, measure the
probability of faculty members’ intention to leave the institute with the following statements: 1)
It is likely that I will actively look for a new job next year, 2) I often think about quitting and 3) I
will probably look for a new job next year. Each item is represented with seven point Likert
response scale to indicate their likelihood of leaving the institute in the near or distant future. A
higher score indicates a higher intention to leave the organization.

8.2 Validity & Reliability of Instruments:

The 18 items were subjected to a principal component analysis with varimax rotation.
The factor analysis yielded three components corresponding to the four variables including
independent and dependent variables both. The result of factor analysis shows that Z1, Z2 and Z3
items of turnover intention are loaded under 4th component with high loading values of 0.964,
0.745 & 0.964. X11, X12, X13 items of Self-management are loaded under 2nd component with
high loading values of 0.932, 0.757 & 0.932 respectively, whereas X14 and X15 will not be
considered because of scattered and low loading values. X23, X24 and X25 items of Desire for
learning are loaded under 1st component with loadings of 0.721, 0.941 and 0.938 respectively,
whereas X21 and X22 will not be considered because of scattered and low loading values. Al the
items of Self Control will not be considered because of scattered and low loading values.
Therefore, after factor analysis, 3 items of Turnover Intention will be considered as dependent
variable whereas 3 items of Self-management (X1) and 3 items of Desire for learning (X2) are
considered as independent variables for further multivariate analysis. Total 9 items were
considered both including dependent and independent variable and 9 items were eliminated out

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of 18 items. Cronbach’s Alpha is also measured for reliability test to determine the scale internal
consistency, which states that all the antecedents, which are loaded properly, are also internally
consistent as shown in Table 2.
Table 2: Validity & Reliability of Instruments
Rotated Component Matrix Reliability
Component Test
Cronbach’s
1 2 3 4 5
Alpha
X11 -0.093 0.932 0.009 0.03 -0.133
X12 0.036 0.757 -0.022 -0.015 0.516
X13 -0.093 0.932 0.009 0.03 -0.133 0.884
X14 0.314 0.114 -0.11 -0.093 0.728
X15 0.235 -0.217 0.684 0.008 0.283
X21 0.447 0.205 0.787 0.002 -0.105
X22 0.659 0 0.617 -0.034 0.118
X23 0.721 -0.399 -0.189 0.001 -0.146 0.805
X24 0.941 0.136 0.059 -0.025 0.085
X25 0.938 -0.152 0.124 0.006 0.068
X31 -0.348 -0.392 0.118 -0.013 0.543
X32 0.032 -0.113 0.444 -0.062 0.766
X33 0.941 0.136 0.059 -0.025 0.085 0.346
X34 -0.373 0.055 0.858 -0.049 0.038
X35 0.938 -0.152 0.124 0.006 0.068
Z1 0.008 0.008 -0.054 0.964 -0.04
Z2 -0.037 0.027 0.046 0.745 -0.044 0.879
Z3 0.008 0.008 -0.054 0.964 -0.04
Extraction Method: Principal Component Analysis.
Rotation Method: Varimax with Kaiser
Normalization.

9. DATA ANALYSIS AND INTERPRETATION

The Statistical Package for the Social Sciences (SPSS) (Version 17) was used to facilitate
the analysis. The psychometric properties of the instrument were analyzed using principal
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component analysis with varimax rotation to determine construct validity and Cronbach’s
coefficient alpha was used to determine the scale’s internal consistency. Finally, the regression
analysis was conducted to determine the impact of two antecedents of SDL on turnover
intention. The value of R Square is 0.671 i.e. 67% as shown in table 3.
Table 3: Regression Statistics
Adjusted R Std. Error of the
Model R R Square Square Estimate
1 0.819 0.671 0.668 0.634
Antecedents: X1, X2; Dependent Variable: Z

Table 4 reveals that self directed learning has a significant impact on turnover intention
of faculty members as F value (274.85) is greater than Fcrit (2.08).

Table 4: ANOVA
Sum of
Model Df Mean Square F Sig.
Squares
Regression 0.237 2 110.5 274.85 7.75208E-66
1 Residual 302.572 270 0.40202445
Total 302.809 272
Antecedents: X1, X2; Dependent Variable: Z

Two antecedents of self directed learning, i.e. Self-management (X1) and Desire for
learning (X2) has significant impact on turnover intention with p values of 0.043 and 0.041
(p<0.05) respectively as shown in table 5. Therefore research hypothesis, H1 and H2 is accepted
whereas null hypothesis (H0) is accepted for self control (X3) i.e. H3 is rejected.
Table 5: Regression
Standardized
Unstandardized Coefficients
Model Coefficients t Sig.
B Std. Error Beta
(Constant) 2.195 0.557 3.338 0.001
1 X1 -0.218 0.056 0. 454 1.980 0.043
X2 -0.392 0.066 0.644 1.996 0.041

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Table 5: Regression
Standardized
Unstandardized Coefficients
Model Coefficients t Sig.
B Std. Error Beta
(Constant) 2.195 0.557 3.338 0.001
1 X1 -0.218 0.056 0. 454 1.980 0.043
X2 -0.392 0.066 0.644 1.996 0.041
Antecedents: X1, X2; Dependent Variable: Z

The beta coefficients for significant antecedents of self directed learning i.e. Self-
management (X1) and Desire for learning (X2) are -0.218 and -0.392 respectively as shown in
figure 2. The negative sign indicates the inverse relationships between the antecedents of self
directed learning and turnover intention among faculty members.

Fig 2: Analytical Model of Self Directed Learning – Turnover Intention

10. RESULT AND DISCUSSION

The study was set out to develop a theory-driven multi-dimensional measure of self
directed learning and its impact on turnover intention of faculty members of technical
educational institutes of India. The result of this empirical investigation support that self directed
learning has a significant impact on turnover intention of faculty members. The study results

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reveal that, Self-management and Desire for learning are the antecedents of self directed
learning, which has an inverse significant impact on turnover intention i.e. if faculty members
are able to manage the learning resources and support and their motivations for learning are
extremely strong than it is less likely for them to quit the organization.

11. RECOMMENDATIONS
Two antecedents of self directed learning among three i.e. Self-management and Desire
for learning have inverse significant impact on turnover intention. Therefore, faculty members
and the management of the technical educational institutes, should work on their own part on
these two antecedents and focus on those particular items, which are considered to define the
antecedent, to formulate effective strategies to minimize the turnover of faculty members and
enhance their retention within the institute.
Faculty members on their part must practice on following to have higher self directed
learning readiness score like they must be able to manage their time, they must be self
disciplined and organized. Moreover, they must take decisions after gathering information, they
must learn from their mistakes and they must demand for help whenever needed.
On the management part, the following strategies are suggested to enhance the faculty
members readiness for self directed learning to minimize turnover:
1. Management should ask faculty members to regularly discuss with panels of experts who
can suggest curriculum and evaluation criteria.
2. Technical educational institutes shall conduct research on trends and learners' interests
and accordingly should motivate them to learn.
3. Obtain the necessary tools to assess learners' current performance and to evaluate their
expected performance.
4. Provide opportunities for self-directed learners to reflect on what they are learning.
5. Recognize and reward learners when they have met their learning objectives.
6. Promote learning networks, study circles, and learning exchanges.
7. Provide training on self-directed learning and broaden the opportunities for its
implementation.

12. CONCLUSION

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An estimated 70 percent of adult learning is self-directed learning (Cross, 1981). It is

described as "a process in which individuals take the initiative, with or without the help of
others," to diagnose their learning needs, formulate learning goals, identify resources for
learning, select and implement learning strategies, and evaluate learning outcomes (Knowles,
1975). There is growing evidence that people, who take initiative in learning, learn more and
learn better than those who don’t. The evidence is also that they learn more deeply and
permanently.
A highly self-directed learner, based on the survey results, is one who exhibits initiative,
independence, persistence in learning; one who accepts responsibility for his or her own learning
and views problems as challenges, not obstacles; one who is capable of self-discipline and has a
high degree of curiosity; one who has a strong desire to learn or change and is self-confident; one
who is able to use basic study skills, organize his or her time, and set an appropriate pace of
learning, and to develop a plan for completing work; one who enjoys learning and has a tendency
to be goal-oriented.

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