Impact of Mindfulness-Based HR Interventions on Educator Well-Being, Job Satisfaction, and Retention in Indian Higher Education

Abstract

Purpose: Faculty turnover is a costly human resource problem for Indian higher education institutions. Heavy workloads, role pressure and limited support lower educators' well-being and push many of them to leave. This study tested whether a mindfulness-based HR intervention improved educators' emotional well-being, self-efficacy, job satisfaction and organizational commitment, and whether these gains were linked to their intention and actual decision to stay.

Design/methodology/approach: A quasi-experimental pre-test/post-test design with a comparison group was used. The sample had 100 educators (50 intervention, 50 comparison) from autonomous, government and private higher education institutions in India. Paired and independent t-tests, ANCOVA, Pearson correlation, hierarchical multiple regression, binary logistic regression and bootstrapped mediation analysis were applied.

Findings: The intervention group showed large and significant gains on all four outcomes (Cohen's d from 1.45 to 1.78), while the comparison group stayed almost unchanged. After controlling for pre-test scores, the group effect was significant for well-being (F = 82.33, partial η² = .46), self-efficacy (F = 27.40, partial η² = .22), job satisfaction (F = 44.72, partial η² = .32) and organizational commitment (F = 83.41, partial η² = .46), all at p < .001. Intervention participants reported higher retention intention (M = 32.54 vs 27.38, t = 3.74, p < .001). The four outcomes together explained 79% of the variance in retention intention beyond demographic controls (total R² = .83). Well-being and self-efficacy significantly predicted actual retention after six months (OR = 1.10 and 1.11). Job satisfaction and well-being gains carried the effect of the intervention to retention intention. Six-month retention was higher in the intervention group (52% vs 38%), but the difference was not statistically significant.

Research limitations/implications: The quasi-experimental design, a sample of 100 educators and a six-month follow-up limit generalization. Larger randomized studies with longer follow-up are recommended.

Practical implications: HR managers can use mindfulness training as a practical retention lever. The programme works mainly by raising job satisfaction and well-being, so HR should track these two indicators as early signals of faculty exit.

Originality/value: The study is among the few that connect a workplace mindfulness programme with both psychological and organizational outcomes, and with recorded retention behaviour, in the Indian higher education setting. It positions mindfulness as a strategic HRM practice for talent retention, not only as a wellness activity.