ISSN: 2225-8329
Open access
This study investigates the significance of job resilience among academicians in open, distance, and digital education (ODDE) higher education institutions, emphasizing its critical role in enhancing faculty well-being and performance in increasingly challenging educational environments. The primary aim of the study was to examine the direct and indirect relationships between organizational support, social support, and job resilience, with self-efficacy acting as a mediating factor. Using purposive sampling, primary data were collected through a structured survey administered to 430 participants, resulting in 314 clean responses for data analysis. The data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) to evaluate the hypothesized relationships. The hypotheses testing revealed significant results, including a positive impact of organizational support on job resilience, social support's strong influence on self-efficacy, and a substantial mediating effect of self-efficacy on the relationship between organizational support and job resilience. These findings highlight the vital connections among social and organizational support, self-efficacy, and job resilience, underscoring the need for effective support systems in ODDE institutions. Suggestions for future research include examining the longitudinal effects of support on job resilience, exploring specific types of support most beneficial for self-efficacy, and comparing various institutional contexts. Additionally, qualitative studies could enhance understanding by capturing the first-hand experiences of faculty members regarding support mechanisms. The implications of this study are profound for educational leaders and policymakers, as it underscores the necessity to prioritize both organizational and social support to foster faculty resilience. By implementing targeted interventions, such as mentorship programs and professional development workshops, institutions can enhance self-efficacy and job resilience among educators, ultimately leading to improved faculty engagement and student outcomes in digital learning environments.
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