The interplay between supervisor support and job performance: implications of social exchange and social learning theories

Purpose - Social exchange theory and social learning theory are widely employed in many disciplines but there is little application on the intention to leave and job performance among academic staff. Therefore, this study intends to examine the relationships among supervisor support, intention to leave and job performance along with mediating role of self-confidence in a developing context. Design/methodology/approach - Data were collected through questionnaires from the academic staff of private Pakistani universities. The model was tested using data collected from 295 respondents by using structural equation modeling (SEM) technique. Findings - The results revealed that supervisor support influenced job performance positively through the mediating role of self-confidence. Conversely, supervisor support influenced intention to leave negatively through the mediating role of self-confidence. In addition, the results also showed the direct effect of supervisor support on employees' job performance and intention to leave. Practical implications - The results of this study suggest that the supervisor must provide adequate support to the academic staff, which helps them to develop their self-confidence. In addition, self-confidence is helpful for the employees to improve their job performance and reduce their intention to leave. Originality/value - The study contributes to theory building in the area of supervisor support by enriching the understanding of the processes carrying the effect of supervisor support on desirable workplace outcomes. In addition, the study also explicates the less understood nature of relationship between supervisor support, job performance, and intention to leave through the mediating role of self-confidence in the Pakistani context.