An Evaluation of Cultural Intelligence Influence on Instructors' Intention to Stay: A Study of a Higher Education Institution in Qatar

<p dir="ltr">In Qatar’s rapidly diversifying higher education sector, retaining qualified academic staff remained a growing concern, particularly within multicultural institutions. This study explored the influence of Cultural Intelligence (CQ) on instructors’ intention to stay in a higher education institution in Qatar. The research was grounded in the theoretical framework of CQ, comprising four key dimensions: metacognitive, cognitive, motivational, and behavioral. It aimed to determine whether these dimensions played a significant role in shaping instructors’ decisions to remain in their current roles within an intercultural academic environment.</p><p dir="ltr">A quantitative research design was employed, and data were collected through an online survey using the Cultural Intelligence Scale (CQS) and a standardized intention to stay questionnaire. Out of 81 instructors invited to participate, 48 responded, representing a culturally diverse academic workforce. Descriptive statistics, correlation analyses, and multiple regression tests were conducted to examine the relationship between CQ and instructors’ intention to stay.</p><p dir="ltr">Contrary to initial expectations, the findings revealed no statistically significant correlation between overall Cultural Intelligence and instructors’ intention to stay. None of the four CQ dimensions demonstrated a significant predictive effect on retention intentions. These results challenged previous studies that emphasized CQ as a critical factor in improving workplace integration and reducing turnover in multicultural environments.</p><p dir="ltr">The study concluded that while CQ may contribute to positive interpersonal and cross-cultural interactions, it did not serve as a determining factor in retention decisions for instructors in the context examined. Factors such as organizational support, job satisfaction, compensation, leadership style, or institutional culture may have had a stronger influence on the intention to stay.</p><p dir="ltr">This research contributed to the limited body of knowledge on CQ and staff retention in higher education, especially within the Middle Eastern context. It provided practical implications for HR practitioners and policymakers, suggesting that retention strategies should extend beyond CQ training and address broader organizational and motivational factors to effectively retain academic talent.</p>