Investigating The Mediating Role of Turnover Intention on The Effects of Organizational Justice and Career Development Toward Employee Performance

The performance of administrative staff is an essential aspect of higher education management because the quality of administrative services directly supports academic processes, student satisfaction, and institutional effectiveness. Administrative employees are expected to provide responsive, accurate, and professional services, making their performance a crucial factor in achieving university goals. This research examines how organizational justice and career development influence employee performance, while also exploring the mediating role of turnover intention. Organizational justice means employees' perception of fairness related to company procedures, outcomes, interpersonal treatment, and decision-making. Meanwhile, career development describes the opportunities and support provided by the organization to help employees improve their professional skills and advance their careers. A total of 158 administrative employees participated in this study. Data were gathered through a structured questionnaire consisting of closed-ended items and analyzed using the SEM technique. The findings indicate that organizational justice and career development have a significant positive effect on employee performance. Both factors also significantly lower turnover intention, suggesting that employees are less likely to leave when they experience fair treatment and see clear opportunities for career growth. While turnover intention is negatively associated with employee performance, the relationship is not statistically significant. Even so, turnover intention significantly mediates the effect of organizational justice and career development on employee performance. Overall, the findings suggest that improving fairness within the organization and providing better career development programs can strengthen employee performance while lowering employees’ intention to leave, particularly in the context of higher education institutions.