Mediation and moderation models on the effect of empowering leadership and professionalism toward lecturer performance

Abstract

This study aims to develop a conceptual model of the influence of leadership empowerment and professionalism on lecturer performance using work motivation as a mediating and moderating variable, self-efficacy, and locus of control as a moderating variable. Sampling used a cluster random sampling technique on 317 respondents from private university lecturers from Jambi and Riau Provinces which was carried out by sending a questionnaire via Google Form to the institutional email and then forwarded to the lecturer as a respondent. Data analysis was performed using Partial Least Square-Structural Equation Modeling with WarpPLS 7.0 software. The study's findings include that the fit and quality index models have validated their value; empowering leadership has a positive and significant effect on lecturer performance; professionalism has a positive but not significant effect on lecturer performance; work motivation has a positive and significant effect on lecturer performance; work motivation partially mediates the effect of empowering leadership on lecturer performance; work motivation fully mediates the effect of professionalism on lecturer performance; motivation weakens the effect of empowering leadership on lecturer performance but not significantly; work motivation can significantly strengthen the influence of professionalism on lecturer performance; self-efficacy weakens the effect of empowering leadership on lecturer performance but not significantly; locus of control can strengthen the influence of professionalism on lecturer performance but not significantly.