Abstract
The relationship between institutional commitment and motivational factors among management academicians in higher education institutions is investigated in this study. Using Self-Determination Theory and Social Exchange Theory, the study examines professional fulfillment as a mediating element between institutional commitment and motivational drives. The researchers collected data from management academicians employed by higher education institutions using a quantitative study design. The researchers examined the connections between institutional commitment, professional fulfillment, and motivational factors using structural equation modeling (SEM). The study shows that academicians' institutional commitment and professional fulfillment are influenced by motivating factors. The statistical findings show that motivational factors have a major impact on professional fulfillment, which in turn increases management academicians' institutional commitment. The findings show that supportive academic settings, professional development opportunities, and institutional recognition help faculty members feel more fulfilled and committed to their institution. The study adds to the body of knowledge regarding faculty motivation and organizational commitment by demonstrating the psychological pathways through which motivational practices affect institutional commitment among faculty members in higher education institutions. Academic administrators and legislators can apply the researchers' practical recommendations to improve faculty retention and engagement in their institutions