The Role of Personality and Work Motivation in Shaping Lecturer Performance: A Path Analysis Approach

Endang Wiyanti; Bibin  Rubini; Suhendra

doi:10.60012/cje.v4i2.210

Authors

Endang Wiyanti Universitas Pakuan
Bibin Rubini Universitas Pakuan Bogor
Suhendra Universitas Pakuan Bogor

DOI:

https://doi.org/10.60012/cje.v4i2.210

Keywords:

Lecturer Performance, Personality, Work Motivation, Path Analysis, Academic Performance

Abstract

Lecturer performance is a key determinant of academic quality in private higher education institutions. This study aims to examine the role of personality and work motivation in shaping lecturer performance using a path analysis approach. The study employed a quantitative explanatory survey design involving 147 lecturers from private higher education institutions in South Jakarta, Indonesia. Data were collected using structured questionnaires measuring personality, work motivation, and lecturer performance. Personality was measured through indicators of comfort in social interaction, adaptability, emotional stability, carefulness in acting, and openness to novelty. Work motivation was measured through achievement, recognition, responsibility, interest, salary, bonus, status, and working conditions, while lecturer performance was measured through teaching, research, community service, publication, and academic supporting activities. The results showed that personality had a positive and significant direct effect on lecturer performance. Personality also had a positive and significant effect on work motivation, and work motivation had a positive and significant effect on lecturer performance. However, work motivation did not significantly mediate the relationship between personality and lecturer performance. These findings indicate that lecturer personality contributes more directly to academic performance than indirectly through motivation. The study contributes to educational management literature by emphasizing the role of individual psychological factors in explaining lecturer performance. Practically, private higher education institutions should strengthen lecturer development programs that consider personality-based strengths, self-regulation, adaptability, emotional stability, and work motivation to improve academic performance.

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