<![CDATA[IntroductionThe performance of lecturers has become a strategic concern in higher education due to digital transformation, increasing accreditation requirements, and growing expectations regarding teaching quality, research productivity, and community engagement. Although numerous studies have examined factors affecting lecturer performance, empirical research integrating emotional intelligence, visionary leadership, innovative behavior, Organizational Citizenship Behavior, and achievement motivation within a single framework remains limited, particularly in Indonesian private higher education institutions. Furthermore, the potential relevance of Islamic Human Resource Management values in explaining lecturer performance has received little attention.ObjectivesThis study aims to examine the effects of emotional intelligence, visionary leadership, and innovative behavior on lecturer performance through the mediating roles of Organizational Citizenship Behavior and achievement motivation. The study also seeks to develop an integrative model of lecturer performance by combining individual, organizational, behavioral, and motivational perspectives within the context of private higher education institutions.MethodThis study employed a quantitative explanatory research design. Data were collected through a structured questionnaire distributed to 176 permanent lecturers from private higher education institutions in Surakarta under the coordination of LLDIKTI Region VI Central Java. The respondents were selected using purposive sampling. Data analysis was conducted using Partial Least Squares Structural Equation Modeling with SmartPLS 4 to examine both direct and indirect relationships among the proposed constructs.ResultsThe findings reveal that emotional intelligence, visionary leadership, and innovative behavior significantly influence Organizational Citizenship Behavior, achievement motivation, and lecturer performance. Emotional intelligence positively enhances achievement motivation, Organizational Citizenship Behavior, and performance. Visionary leadership significantly strengthens lecturers’ motivation, discretionary organizational contributions, and performance outcomes. Innovative behavior demonstrates the strongest direct effect on lecturer performance while also improving Organizational Citizenship Behavior and achievement motivation. Furthermore, Organizational Citizenship Behavior and achievement motivation significantly contribute to lecturer performance, confirming their important roles as behavioral and psychological mechanisms that translate individual and organizational resources into improved academic effectiveness.ImplicationsThe findings suggest that improving lecturer performance requires a comprehensive human resource management approach that simultaneously develops emotional competencies, visionary academic leadership, innovative work behavior, achievement-oriented motivation, and discretionary organizational contributions. Higher education institutions should move beyond purely administrative performance interventions and adopt holistic faculty development strategies that strengthen both professional and behavioral capabilities.Originality/NoveltyThis study contributes to the higher education and human resource management literature by developing an integrative lecturer performance model that combines emotional intelligence, visionary leadership, innovative behavior, Organizational Citizenship Behavior, and achievement motivation within a single structural framework. The study further extends Social Exchange Theory and Achievement Motivation Theory while introducing insights from Islamic Human Resource Management to explain how lecturer performance is formed through interconnected psychological, behavioral, organizational, and ethical processes.]]>
