Examining Compensation, Working Conditions, and Feedback as Predictors of Faculty Performance and Work Outcomes in Attock Universities

This study investigates the impact of organizational resources—job compensation, working conditions, and feedback—on faculty performance and its subsequent influence on work outcomes in universities located in Attock, Pakistan. Guided by the Job Demands–Resources (JD-R) model and Social Exchange Theory (SET), the research adopts a quantitative approach using survey data from 58 full-time faculty members across public and private universities. Correlation and regression analyses reveal that compensation significantly predicts faculty performance, while working conditions and feedback show limited or no direct effects. In turn, faculty performance strongly enhances job satisfaction, job embeddedness, and work engagement, underscoring its mediating role in linking organizational inputs with employee attitudes and behaviors. These findings highlight compensation as a critical extrinsic motivator in resource-constrained, semi-urban contexts, while also emphasizing the importance of performance-centered management strategies for improving faculty satisfaction, retention, and engagement. The study contributes to higher education literature by applying JD-R and SET in a South Asian context and offers practical implications for policy reforms and HR practices aimed at strengthening faculty performance in developing regions.