DETERMINANTS OF LECTURER PERFORMANCE: INTEGRATING KNOWLEDGE, MOTIVATION, SUSTAINABILITY AND COMMITMENT THROUGH A JOB SATISFACTION PERSPECTIVE

Abstract

In today's increasingly competitive, knowledge-driven academic environment, the lecturers' performance is a critical determinant of institutional quality, reputation, and long-term sustainability. However, superior performance extends beyond individual capabilities, requiring the interplay of multiple organizational and personal factors. The study investigates how knowledge, organizational commitment, work motivation, and suitability practices collectively shape lecture performance. Job satisfaction is conceptualized as a key mediating factor that strengthens lecturer performance. Grounded on social exchange theory, thirteen hypotheses were developed and empirically tested within an integrated model using a cross-sectional survey of academic staff. SmartPLS 4 was employed to validate the integrated model for the measurement model and hypothesis testing. The findings are expected to advance theoretical understanding by revealing how human, rational, and institutional resources collectively drive lecture performance. Moreover, the study offers practical implications for higher education leaders, particularly in designing policies and interventions, such as effective KM systems, commitment-building HR practices, motivational strategies, and sustainability initiatives that foster academic staff performance and strengthen institutional outcomes.