<![CDATA[Lecturer performance is a critical determinant of higher education quality, yet evidence on how professional commitment and job satisfaction jointly shape lecturer performance in private higher education remains limited, particularly in the Indonesian context. This study examines the extent to which professional commitment and job satisfaction predict lecturer performance and identifies which factor exerts the stronger influence. A quantitative survey design was employed involving 335 lecturers at an Indonesian private university, selected through proportionate stratified random sampling from a population of 2,742 lecturers. Data were collected using four-point Likert-scale questionnaires and analyzed using multiple linear regression after testing the relevant statistical assumptions. The findings demonstrate that both professional commitment and job satisfaction positively and significantly predict lecturer performance. Professional commitment showed a stronger standardized effect (β = 0.558, p < 0.001) than job satisfaction (β = 0.473, p < 0.001), indicating that professional commitment represents the more influential predictor of lecturer performance in the study context. The regression model explained 96.6% of the variance in lecturer performance (R² = 0.966), although this unusually high explanatory power warrants cautious interpretation given the self-reported measures and potential construct overlap. These findings extend understanding of lecturer performance by demonstrating the complementary roles of professional attachment and workplace satisfaction in private higher education. In practice, universities should combine professional development and career-support mechanisms with fair rewards, supportive supervision, and conducive working environments to sustainably strengthen lecturer performance.]]>
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