Vol. 3 No.

6 (2025)
e-ISSN: 2963-7589
Economic and Business Journal | ECBIS
https://ecbis.net/index.php/go/index

ANALYSIS OF LECTURER PERFORMANCE WITH JOB

SATISFACTION AS A MEDIATION VARIABLE AT NAZHATUT
THULLAB AL-MUAFA UNIVERSITY, SAMPANG

Muhammad Iqbal Maksum1, Dhani Ichsanuddin Nur 2, Ika Korika Swasti 3

1,2,3
Magister Manajemen, Fakultas Ekonomi Dan Bisnis,
Universitas Pembangunan Nasional ‘’Veteran’’ Jawa Timur
Corresponding Author : iqbalbro25@yahoo.com

Submitted: Revised: Accepted:

30 August 31 August 2025 01 September 2025

Abstract
This study aims to analyze the influence of leadership and work motivation on
lecturer performance, both directly and indirectly through job satisfaction as a mediating
variable at Nazhatut Thullab Al-Muafa University, Sampang. This study used a
quantitative approach with the SEM-PLS method. The study population was all 66
permanent and non-permanent lecturers, using a census method (total sampling). The
primary theory underlying this study is Goal Setting Theory. This study used a quantitative
approach with the Structural Equation Modeling-Partial Least Squares (SEM-PLS)
method. The results show that leadership can contribute to lecturer performance. Work
motivation contributes to lecturer performance. Leadership contributes to lecturer
performance through job satisfaction. Similarly, motivation contributes to lecturer
performance through job satisfaction. These findings theoretically sharpen and expand the
concepts discussed, and practically can serve as guidelines for Nazhatut Thullab Al-Muafa
University, Sampang, in improving lecturer performance, evaluating, and driving
institutional progress.

Kata Kunci: Leadership, Work Motivation, Job Satisfaction, Lecturer Performance

INTRODUCTION
In today’s modern era, the development of education is growing rapidly, prompting
the government to continuously improve the education system. This aligns with the
increasing public awareness of the importance of education. The demand for formal
education, particularly higher education, continues to rise over time. Consequently, higher
education institutions are required to consistently improve the services they provide in
order to meet public expectations.
Lecturers’ performance refers to the ability demonstrated by lecturers in carrying
out their duties and responsibilities. Performance is considered good and satisfactory when
the results achieved meet established standards (Gerung et al., 2022). As mandated by the
Republic of Indonesia Law No. 14 of 2005 concerning Teachers and Lecturers, it is stated
that “Lecturers are professional educators and scientists whose primary duties are to

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ANALYSIS OF LECTURER PERFORMANCE WITH JOB SATISFACTION AS A MEDIATION

VARIABLE AT NAZHATUT THULLAB AL-MUAFA UNIVERSITY, SAMPANG
Maksum et al, 2025

transform, develop, and disseminate knowledge, technology, and the arts through
education, research, and community service.”
As dynamic institutions, campuses require harmonious human relations, making
organizational and committee leadership highly important in any organization (Haryansyah
et al., 2024). On the other hand, the most crucial factor in the success of any organization
is its people.
Leaders play a vital role in determining organizational policies and motivating
members to achieve common goals. Leadership reflects managerial behavior that is
consistently demonstrated. Therefore, leaders must be able to provide clear work direction
and optimally manage human resources. Leadership is the art of influencing others, either
individually or in groups, and does not necessarily have to follow bureaucratic rules. A
leader’s way of thinking significantly affects employee performance. Good performance
depends on the leader’s ability to direct and motivate members (Aini, 2024).
Leadership can also be defined as the ability to exert influence, both directly and
indirectly, so that individuals become aware of, understand, and accept the leader’s
intentions (Idris et al., 2019). Human resources (HR) are a strategic element inseparable
from other aspects of management, and therefore must be managed effectively (Hantono &
Wijaya, 2025). Effective leaders are highly needed to improve the quality of human
resources, particularly in relation to employee performance.
In addition to lecturers’ performance, work motivation also plays an important role.
Work motivation refers to internal or external drives that encourage individuals to work
optimally in order to achieve organizational goals (Tifani et al., 2023). Strong motivation
increases employee productivity and job satisfaction. Inaray (2020) found that leadership
significantly affects performance, although motivation does not always have a direct
impact (Septian et al., 2024). Research on Entrepreneurial Characteristics and Competence
toward Business Success (Case Study of CFD Community Assisted by Diskopindag,
Sampang Regency) emphasized the simultaneous influence of both factors (2021). Work
motivation encourages organizational members to take responsibility and devote their
energy toward shared goals (Wijaya et al., 2020). Therefore, leaders must understand and
meet employees’ needs. Putra (2023) added that motivation enables employees to develop
their skills with full responsibility.
The failure to achieve higher education institutions’ Key Performance Indicators
(KPI) for research and community service in 2023 and 2024 was due to the lack of
encouragement from leaders and the absence of strict sanctions from universities according
to agreed policies, as revealed through field observations conducted by the researcher.
Motivation is also an internal force that helps overcome obstacles at work and
enhances performance. Motivation itself is an activity that can channel, initiate, and sustain
human behavior (Hardyansyah & Kustini, 2023). Employees are considered to have good
performance if their work results exceed standards, which can be measured through regular
evaluations. Such assessments serve as the basis for efficient and effective HR
management. A supportive work environment also greatly influences employee
performance. Organizations must create a conducive work climate to support the
achievement of targets.
Based on field observations, the problem of low lecturer motivation at Universitas
Nazhatut Thullab Al-Muafa Sampang arises from insufficient welfare, heavy workloads,

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and lack of recognition from superiors or stakeholders. This negatively affects the quality
of education, research, and the university’s reputation.
At Universitas Nazhatut Thullab Al-Muafa Sampang in 2024, there were forty
permanent lecturers and twenty-six non-permanent lecturers. Law No. 12 of 2012 on
Higher Education emphasizes the Tridharma Perguruan Tinggi (the three pillars of higher
education), consisting of education, research, and community service, as obligations
mandated by the law.
Job satisfaction is an emotional state that reflects the extent to which employees
feel satisfied with their work (Dewantara & Swasti, 2025). Job satisfaction is shaped by
several aspects, including organizational culture, leadership, and work environment
(Rochmah et al., 2021). Poor job satisfaction and underutilized potential among employees
occur when employees dislike the characteristics of their jobs, making them less likely to
perform well. As a result, they cannot fully use their potential at work, producing
unsatisfactory outcomes and decreasing job satisfaction. Job satisfaction can be defined as
an individual’s emotional response to aspects of work, such as rewards for performance,
with satisfaction levels varying according to each individual’s personal evaluation system
(Samprastyo et al., 2021).

2. RESEARCH METHOD
This research was designed to answer the formulated problem and objectives as
well as to test the hypotheses. A research design is a structured investigation structured in
such a way that researchers obtain answers to the research questions (Sihotang, 2023).
This research used quantitative methods using the Structural Equation Modeling-
Partial Least Squares (SEM-PLS) method to analyze the relationship between Leadership
and Work Motivation, as well as Lecturer Performance through Job Satisfaction. SEM-
PLS is an effective multivariate analysis technique for handling complex conceptual
models with latent variables and observational indicators (Hair et al., 2021). This method
allows researchers to simultaneously examine the relationship between exogenous and
endogenous variables and measure the direct and indirect effects of independent variables
on the dependent variable (Ghozali & Latan, 2021). Furthermore, SEM-PLS has the
advantage of handling data with relatively small sample sizes and numerous variables
(Rahman et al., 2022). Therefore, this method is highly appropriate for use in this research.

3. RESULTS AND DISCUSSION

Description of employee characteristics based on age is presented in table 3.1
Tabl2e 3. 1 Characteristics of Lecturers Based on Age

Old Frequency Presentation (%)

25 - 30 Year 27 40,9
31 - 35 Year 29 43,9
36 - 40 Year 9 13,6
> 56 Year 1 1,5
Amount 66 100,0

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ANALYSIS OF LECTURER PERFORMANCE WITH JOB SATISFACTION AS A MEDIATION

VARIABLE AT NAZHATUT THULLAB AL-MUAFA UNIVERSITY, SAMPANG
Maksum et al, 2025

Based on Table 4.1. Characteristics of Lecturers Based on age, the majority of

respondents were lecturers aged 31-35, representing 29 people, or 43.9% of the total
respondents. The next most dominant age group was lecturers aged 25-30, representing 27
people, or 40.9%. Furthermore, the most dominant age group was lecturers aged 36-40,
representing 9 people, or 13.6% of the total number of respondents, and 1 person, or 1.5%
of respondents, aged 56 and over. These findings indicate that the majority of lecturers at
Nazhatut Thullab Al-Muafa University, Sampang, are in their productive and experienced
age range, particularly those between the ages of 31-35. This age group generally reflects a
career stage where individuals have acquired work maturity, emotional stability, and the
competencies needed to complete tasks effectively. This age composition can be a
significant asset for the university in supporting optimal organizational performance. The
quality of construct measurement is assessed through reliability and validity tests.
Construct reliability is assessed using Cronbach's Alpha and Composite Reliability.
Reliability testing ensures that the construct is free from measurement bias. Furthermore,
instrument validity is tested using the combined loading and cross-loading methods,
namely the average variance extracted (AVE) for convergent validity and the square root
of the AVE for discriminant validity.

Table 4.2 Construct Validity and Reliability

Construct Reliability and Validity
Cronbach's Rho_ Composite Average Variance
Alpha A Reliability Extracted (AVE)
0,86
Leadership (X1) 0,829 0,897 0,745
6
Job Satisfaction 0,90
0,901 0,927 0,719
(Z) 9
Lecturer 0,86
0,861 0,905 0,706
Performance (Y) 5
Work Motivation 0,74
0,724 0,838 0,634
(X2) 8
Sumber: Lampiran 3, Hasil Olah Data 2025

The test results in Table 4.2 of Construct Reliability and Validity show that all
constructs have an AVE value above 0.50, which means they have met the requirements
for convergent validity. The highest AVE value is found in Job Satisfaction (0.759), and
the lowest in Lecturer Performance (0.505), but all remain above the minimum threshold.
In addition, the Composite Reliability value for all constructs is also above 0.70, which is
between 0.802 and 0.904, indicating that the indicators are reliable and consistent in
measuring the construct. Thus, this model meets the criteria for good reliability and
validity.

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Tabel 4.3 Oueter Loading

Outer Loadings
Matrix
Lecturer
Leadership Job Work
Performance
(X1) Satisfactio n (Z) Motivation (X2)
(Y)
X1.1 0,765
X1.2 0,915
X1.3 0,902
X2.1 0,805
X2.2 0,752
X2.3 0,831
Y1 0,866
Y2 0,831
Y3 0,850
Y4 0,812
Z1 0,814
Z2 0,797
Z3 0,928
Z4 0,901
Z5 0,790
Source: Appendix 3, 2025 Data Processing Results

Based on table 4.9 regarding Factor Loading, it is a correlation between indicators

and variables, if it is greater than 0.5 and/or p-values = significant, then the indicator is
valid and is an indicator/measurer of the variable. Based on the outer loading table above,
all indicators in this study have loading values above 0.70, which means they have met the
requirements of convergent validity and are suitable for use as measures of their respective
constructs. In the Leadership variable (X1), the three indicators (X1.1, X1.2, and X1.3)
have high loading values, namely 0.765 to 0.915, so all three are valid in measuring
leadership. For the Work Motivation variable (X2), the three indicators (X2.1, X2.2, and
X2.3) show loading values between 0.752 to 0.831, which indicates that all are valid and
consistently reflect work motivation. The Lecturer Performance variable (Y) with four
indicators (Y1–Y4) had loading values between 0.812 and 0.866, indicating the indicators'
accuracy in measuring lecturer performance. Meanwhile, for the Job Satisfaction variable
(Z), the five indicators (Z1–Z5) also showed good loading values, ranging from 0.790 to
0.928. Because all indicators had values above the 0.5 threshold, it can be concluded that
all indicators in this model are valid and suitable for accurately measuring their respective
variables.
Thus, it can be concluded that all indicators in this study meet the criteria for
convergent validity, thus they can be declared suitable and valid for use as measuring

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Maksum et al, 2025

instruments for the variables studied. Good convergent validity also indicates that each
indicator is able to consistently represent the construct being measured.

Gambar 1. Model PLS

4.3.3.1. Hypothesis Testing - Direct Effect (Causality Test)

4.3.3.2. Table 4. 2 Causality Test (R. Square)
Path Coefficients
Mean, STDEV, T-Values, P-Values
Original Standard T Statistics
Sample
Sample Deviation (|O/STDEV| P Values
Mean (M)
(O) (STDEV) )
Kepemimpinan
0,51 0,52 0,13
(X1) -> Kinerja Dosen 3,869 0,000
0 1 2
(Y)
Motivasi Kerja
0,19 0,19 0,09
(X2) -> Kinerja Dosen 2,013 0,045
2 2 5
(Y)
Sumber: Lampiran 3, Hasil Olah Data 2025

Based on the hypothesis testing in Figure 4.1, the PLS Model and Table 4.14, the
causality test (cause-and-effect relationship) can be interpreted as follows:
1. Leadership (X1) has a positive and significant effect on Lecturer Performance (Y). This
is indicated by a coefficient of 0.510 and a p-value of 0.000, which is less than the
significance limit (α = 0.05).
2. Work Motivation (X2) is also proven to have a positive and significant effect on
Lecturer Performance (Y), with a coefficient of 0.192 and a p-value of 0.045.

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4.3.3.1. Hypothesis Testing – Indirect Effect

Tabel 4. 3 Specific Indirect Effects
Specific Indirect Effects
Original Sample Standard T Statistics
P
Sample Mean Deviation (|O/STDEV
Values
(O) (M) (STDEV) |)
Kepemimpina
n (X1) -> Kepuasan 0,39 0,41 0,07
5,560 0,000
Kerja (Z) -> Kinerja 4 2 1
Dosen (Y)
Motivasi
Kerja (X2) ->
0,17 0,17 0,08
Kepuasan Kerja (Z) 2,156 0,032
6 2 1
-> Kinerja Dosen
(Y)
Source: Appendix 3, 2025 Data Processing Results

Based on the hypothesis testing in Figure 4.1 of the Smart PLS Model and Table
4.15, the causality test (cause-and-effect relationship) can be interpreted as follows:
1. Leadership (X1) has a positive and significant effect on Lecturer Performance (Y)
through Job Satisfaction (Z), with a coefficient of 0.394 and a p-value of 0.000. Because
the p-value is less than 0.05, this effect is significant.
2. Similarly, Work Motivation (X2) has a positive and significant effect on Lecturer
Performance (Y) through Job Satisfaction (Z), with a coefficient of 0.176 and a p-value
of 0.032. Because the p-value is below 0.05, the effect is significant.

4. CONCLUSION
The results of this study indicate that motivation contributes to lecturer
performance. This means that the better the lecturer motivation within a university, the
higher their performance. This finding confirms that work motivation is a valuable and
strategic asset in creating productive lecturer performance, including achieving and
completing tasks or work based on goals and objectives. The goals and objectives of this
private university are stipulated in the Strategic Plan of Nazhatut Thullab Al-Muafa
University, Sampang.
Work motivation is a systematic approach to creating productive lecturer
performance. This aligns with the characteristics of respondents at Nazhatut Thullab Al-
Muafa University, Sampang, who are generally young, which can lead to productive
performance. In other words, having lecturers of productive age will improve overall
lecturer performance. Improving lecturer motivation and performance in carrying out the

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Tri Dharma of Higher Education duties encourages lecturers to continuously develop

themselves and improve the quality of their performance, facilitates objective lecturer
performance evaluation, and creates a more productive and effective work environment.
Work motivation is the drive or driving force that makes someone enthusiastic and
passionate about their work and drives them to achieve their goals. Work motivation is a
crucial factor in improving lecturer performance. Motivation plays a significant role in
achieving organizational or company goals (Putri & Iryanti, 2024). Motivation itself does
not contribute to lecturer performance (Putri et al., 2024).
Goal-setting theory, developed by Edwin Locke and Gary Latham (1990), explains
that setting specific, challenging, and measurable goals can increase motivation and
performance. This theory also emphasizes the importance of feedback, commitment to
goals, and individual ability to achieve these goals and objectives. This has been outlined
in the Strategic Plan of Nazhatut Thullab Al-Muafa University, Sampang.
Employee work motivation is an internal drive that makes individuals within an
organization willing and able to direct their abilities, whether in the form of skills, energy,
or time, to carry out their duties and responsibilities (Siagian, 2020).

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