Exploring the Impact of Job Demands and Job Resources on Job Satisfaction Among Early Career Academics at MSU-IIT: The Mediating Role of Emotional Exhaustion

Faculty job satisfaction is a critical factor influencing the stability and quality of higher education institutions (HEIs). This study examines the impact of job demands (work overload) and job resources (autonomy and social support) on job satisfaction among Early Career Academics (ECAs) at Mindanao State University – Iligan Institute of Technology (MSU-IIT), using the Job Demands-Resources (JD-R) Model. The research also investigates the mediating role of emotional exhaustion to work overload job satisfaction. A structured survey was conducted with 110 ECAs, and data analysis was performed using correlation and mediation analysis. The findings indicate that work overload significantly increases emotional exhaustion, yet its direct impact on job satisfaction is not statistically significant. Similarly, autonomy does not show a significant relationship with job satisfaction, which contrasts with previous studies suggesting a positive correlation. This deviation may be attributed to cultural factors unique to the Philippines, where collectivism and strong social networks may moderate the influence of autonomy on job satisfaction. Unlike Western contexts where individual autonomy is highly valued, Filipino professionals often prioritize interpersonal relationships, collaboration, and community support in the workplace. This cultural nuance is further reinforced by the significant positive relationship observed between social support and job satisfaction, highlighting the importance of workplace camaraderie and collegial networks in mitigating job-related stress. Moreover, emotional exhaustion does not mediate the relationship between work overload and job satisfaction, suggesting that Filipino ECAs may possess resilience or alternative coping mechanisms rooted in cultural values such as Bayanihan (collective support and solidarity). These findings contribute to the JD-R literature by offering context-specific insights and provide practical implications for HEIs in designing faculty support mechanisms tailored to cultural dynamics. Future research should further explore how cultural values shape the perception of job demands and resources and their long-term effects on faculty well-being and retention.