The Antecedents of Lecturer Performance through Innovative Work Behavior: Evidence from Excellent Accredited Universities in LLDIKTI Region I
DOI:
https://doi.org/10.47747/fmiic.v1i3.3550Abstract
This study examines the antecedents of lecturer performance by testing the effects of perceived organizational support and proactive personality, with innovative work behavior as a mediating mechanism, in excellent-accredited universities under LLDIKTI Region I, Indonesia. The study is motivated by the strategic role of lecturers in sustaining higher education quality through education, research, and community service, and by the need to identify organizational and personal resources that can be translated into measurable performance outcomes. A quantitative explanatory design was employed using survey data from 95 lecturers, and the data were analyzed using partial least squares structural equation modelling (PLS-SEM). The measurement model demonstrated adequate convergent validity and reliability, with outer loading values above 0.70, AVE values between 0.67 and 0.70, Cronbach's alpha values between 0.92 and 0.96, and composite reliability values between 0.94 and 0.97. The structural model showed that perceived organizational support and proactive personality significantly influenced innovative work behavior and lecturer performance. Innovative work behavior also significantly influenced lecturer performance and mediated the effects of perceived organizational support and proactive personality on lecturer performance. The model explained 62% of the variance in innovative work behavior and 74% of the variance in lecturer performance. These findings indicate that lecturer performance is strengthened not only by institutional support and individual proactivity, but also by the lecturers' capacity to generate, promote, and implement new ideas in academic work.
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