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Journal : Jurnal Pendidikan Islam

The Effect of Islamic Leadership, Organizational Culture, and Self-Efficacy on Lecturer Performance Mediated Organizational Citizenship Behavior (OCB) at Islamic Religious Colleges in West Kalimantan Indonesia Juliansyah, Juliansyah; Ridwan, Muhtadi; Wahidmurni
Jurnal Pendidikan Islam Vol. 11 No. 1 (2022)
Publisher : Faculty of Tarbiyah and Education, Universitas Islam Negeri (UIN) Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jpi.2022.111.77-93

Abstract

Purpose – Building performance is one of the fundamental goals of every tertiary institution. The lecturer profession is increasingly competitive, and the difficulty in raising the competence of lecturers who are partly in the Islamic boarding school environment determines whether Islamic tertiary institutions survive. This study examines the influence of Islamic Leadership, organizational culture, and self-efficacy on lecturer performance mediated by Organizational Citizenship Behavior (OCB). Design/methods/approach – This research was conducted on 202 lecturers at an Islamic religious university in West Kalimantan, Indonesia. This type of correlational research with survey techniques using the SmartPLS 3.3.7 application. Findings – From the results of the study, it was found that there was a significant influence of Islamic Leadership on OCB; there is a significant influence of organizational culture on OCB; there is a significant effect of self-efficacy on OCB; there is no significant effect of Islamic Leadership on performance; there is no significant effect of organizational culture on performance; there is a significant effect of self-efficacy on performance; there is a significant effect of OCB on performance; and there is a significant effect of Islamic Leadership, organizational culture, and self-efficacy on OCB-mediated performance. This study contributes to a new paradigm of lecturer performance: OCB as the dominant variable construct that mediates civic virtue and altruism values. Research implications/limitations – This study emphasizes that improving lecturer performance is not enough with spiritual leadership, organizational culture, and self-efficacy but assisted by organizational citizenship behavior (OCB). Practical implications – This study shows a relationship between Islamic leadership, organizational culture, self-efficacy, and OCB variables on lecturer performance and gives the importance of strengthening OCB to improve lecturer performance.
Spiritual Leadership, Organizational Culture, and Self-Efficacy as Predictors of Lecturer Performance in Indonesian Higher Education: A PLS-SEM Analysis in Probolinggo Abd Aziz; Poppy Rachman; Juliansyah, Juliansyah; Murfi, Ali
Jurnal Pendidikan Islam Vol. 13 No. 2 (2024)
Publisher : Faculty of Tarbiyah and Education, Universitas Islam Negeri (UIN) Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jpi.2024.132.107-117

Abstract

Purpose – In response to the challenges posed by the Fourth Industrial Revolution, enhancing lecturer competitiveness has become crucial to ensuring the sustainability of higher education quality in Indonesia. This study aims to empirically examine the influence of spiritual leadership, organizational culture, and self-efficacy on lecturer performance, with a particular focus on higher education institutions in Probolinggo Regency, East Java—an area previously underexplored in academic research. Design/methods/approach – This study employs a quantitative correlational approach involving 220 lecturers from ten higher education institutions in Probolinggo. Data were collected through a closed-ended Likert-scale questionnaire and analyzed using SmartPLS 4.0 through the Partial Least Squares Structural Equation Modeling (PLS-SEM) method to assess the causal relationships among latent variables. Findings – The analysis reveals that all three independent variables—spiritual leadership (β = 1.330; p < 0.001), organizational culture (β = 1.588; p < 0.001), and self-efficacy (β = 0.503; p < 0.001)—have a significant impact on lecturer performance. The model demonstrates an R² value of 0.598, indicating that 59.8% of the variability in lecturer performance can be explained jointly by these three factors. Research implications – The findings have direct implications for higher education human resource development policies, particularly in fostering value-based leadership, strengthening adaptive work culture, and enhancing lecturers’ psychological capacity to promote sustainable academic performance.
PPG Students’ Perceptions of Lecturer Competence in the In-Service PPG at the Teacher Education Institute (LPTK) of IAIN Pontianak: Cross-Sectional Quantitative Survey with PLS and Cronbach’s Alpha Validation Sari, Nopita; Muthmainnah, Fitri; Juliansyah, Juliansyah; Izudin, Muhammad Irfan; Nelly, Nelly
Jurnal Pendidikan Islam Vol. 14 No. 2 (2025)
Publisher : Faculty of Tarbiyah and Education, Universitas Islam Negeri (UIN) Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jpi.2025.142.253-267

Abstract

Purpose – To assess in-service Teacher Professional Education (Pendidikan Profesi Guru, PPG) students’ perceptions of lecturer competence in providing learning services in the in-service PPG program at the Teacher Education Institute (LPTK) of IAIN Pontianak. The research rationale refers to the demands of the 21st century, Technological Pedagogical Content Knowledge (TPACK), and the utilization of the Learning Management System (LMS). Design/methods/approach – Descriptive cross-sectional quantitative survey; 215 students were invited, 177 valid responses were analyzed (≈82,3%). Data were collected through a questionnaire. Descriptive analysis summarized domain scores; construct validity was evaluated with PLS (outer loadings ≥ 0,50) and reliability with Cronbach’s alpha (SPSS 22.0). Findings – All 27 items met the loading threshold. High reliability: pedagogical α=0,907 (9 items), professional α=0,888 (7), personality α=0,884 (6), social α=0,839 (5). Perceptions of lecturer competence “very good”: pedagogical 93,09%; professional 92,94%; personality 93,53%; social 93,08%. Item diagnostics highlighted areas for improvement: diversity of assessment, integration of research findings, consistency of words–actions, as well as lecturers’ closeness in recognizing students. Research implications – Program priorities: assessment literacy, research-based teaching, professional role modeling, and relational lecturer–student practices; calibration of assessment aligned with learning contracts/indicators; optimize the LMS so that the admin role is supportive, not substitutive.
PPG Students’ Perceptions of Lecturer Competence in the In-Service PPG at the Teacher Education Institute (LPTK) of IAIN Pontianak: Cross-Sectional Quantitative Survey with PLS and Cronbach’s Alpha Validation Sari, Nopita; Muthmainnah, Fitri; Juliansyah, Juliansyah; Izudin, Muhammad Irfan; Nelly, Nelly
Jurnal Pendidikan Islam Vol. 14 No. 2 (2025)
Publisher : Faculty of Tarbiyah and Education, Universitas Islam Negeri (UIN) Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jpi.2025.142.253-267

Abstract

Purpose – To assess in-service Teacher Professional Education (Pendidikan Profesi Guru, PPG) students’ perceptions of lecturer competence in providing learning services in the in-service PPG program at the Teacher Education Institute (LPTK) of IAIN Pontianak. The research rationale refers to the demands of the 21st century, Technological Pedagogical Content Knowledge (TPACK), and the utilization of the Learning Management System (LMS). Design/methods/approach – Descriptive cross-sectional quantitative survey; 215 students were invited, 177 valid responses were analyzed (≈82,3%). Data were collected through a questionnaire. Descriptive analysis summarized domain scores; construct validity was evaluated with PLS (outer loadings ≥ 0,50) and reliability with Cronbach’s alpha (SPSS 22.0). Findings – All 27 items met the loading threshold. High reliability: pedagogical α=0,907 (9 items), professional α=0,888 (7), personality α=0,884 (6), social α=0,839 (5). Perceptions of lecturer competence “very good”: pedagogical 93,09%; professional 92,94%; personality 93,53%; social 93,08%. Item diagnostics highlighted areas for improvement: diversity of assessment, integration of research findings, consistency of words–actions, as well as lecturers’ closeness in recognizing students. Research implications – Program priorities: assessment literacy, research-based teaching, professional role modeling, and relational lecturer–student practices; calibration of assessment aligned with learning contracts/indicators; optimize the LMS so that the admin role is supportive, not substitutive.