Impact of Gender Equality and Inclusive Leadership Practices on Turnover Intention of Faculty Members in Higher Education Institutions.

Stability among faculty members is essential for achieving quality of instruction, continuity in research, effective student mentoring, improved performance during accreditation, and maintaining the reputation of the institution. Loss of faculty members due to their resignations, for whatever reason, causes an immediate detrimental impact, because the institution now has a vacancy, and in addition to the vacancy, it has a negative impact on faculty members' curriculum development, the emergence of new faculty members' supervisory relationships, the disintegration of research teams, and the negative impact on recruiting new faculty members, and to a lesser extent, the loss of organizational memory. For institutions that operate under increased pressure, in terms of workload and the competition for faculty, loss of faculty members can potentially create a range of challenges and a structural issue. Within this framework, the intention to leave an institution is an important indicator, as it highlights the impact of loss of faculty members in relation to their next possible resignation. It provides an opportunity for the institutions to identify the organizational factors that could be remedied and enhance strategies to retain faculty members before they lose valuable human capital. The current research addresses the issue of turnover intention through the perspectives of gender equity and inclusive leadership practices. Gender equity in the workplace is defined as the equitable access to opportunity, recognition, equitable workload and decision-making, leadership and growth, and safe professional development. Inclusive leadership is defined as the leadership that is characterized by a valuing of the diversity of viewpoints and opinions, treating employees with dignity, and encouraging them to participate, while offering them psychological safety and equitable opportunity. In higher education institutions, gender equity and inclusive leadership practices are interconnected. Faculty Members do not relate to their institutions through the formal rules alone. They experience it through the daily leadership, the committee culture, the promotion system, the communication, the support system and its fairness. When faculty members experience the institution in the aforementioned ways and perceive the environment as inequitable and exclusionary, they tend to reduce their commitment and increase their intention to leave the institution.