Pedagogic Competence, Work Motivation, and Job Satisfaction (Factors Influence Lecturer Performance)

Abstract

Factors that influence the performance of lecturers include the organizational behaviour and individual mechanisms. Pedagogic competence is an aspect of organizational behaviour, while work motivation and job satisfaction represent a part of the individual mechanism. Among the three variables, which one needs to be considered first to improve the performance of lecturers? Data from the pedagogic competence test, work motivation questionnaire and job satisfaction from 172 lecturers of the Universitas Persatuan Guru Republik Indonesia, Palembang were analysed using descriptive statistics, t-test and path analysis. The results showed that there was influence of pedagogic competence, work motivation, and job satisfaction on the performance of lecturers. Factors that need to be considered first as intervening variables are work motivation and job satisfaction and further needs to be improved is pedagogic competence.

Analysis of the Submitted Lecturers’ Scientific Works in a Reputable International Journal: A Multiple Case Study

“…Lecturers' competence to publish in journals had not been a source of pride partly due to the lack of institutional support (Yulianti et al, 2020). Meanwhile, working motivation needs to be firstly improved for the sake of improving the lecturers' working qualities (Misdalina et al 2020). Scientific work is a written work which describes factual issues, data, and phenomena presented from research, observation, literature study, and interviews with trusted sources.…”

“…This is exacerbated by the lack of research funding assistance from the related institution (Yulianti et al, 2020). There is a direct positive effect of work motivation on the work performance of lecturers (Misdalina et al, 2020), whereas publication is one of the main tasks of lecturers. The success of producing a journal article needs substantial effort by following the targeted journal's guidelines and avoiding common errors (Hoogenboom & Manske, 2012).…”