COMPENSATION, SELF-DEVELOPMENT, AND WORK ETHIC AS DETERMINANTS OF LECTURER PERFORMANCE IN PRIVATE ISLAMIC HIGHER EDUCATION
DOI:
https://doi.org/10.30868/ei.v14i02.10892Keywords:
compensation, self-development, work ethic, lecturer performance, Islamic higher educationAbstract
Lecturer performance in private Islamic higher education is central to the quality of teaching, research, and community service. Uneven achievement across these academic duties, however, indicates the need to understand the organizational and individual factors that shape performance. This study examines the effects of compensation, self-development, and work ethic on lecturer performance in private Islamic religious higher education institutions in Metro City, Lampung, Indonesia. A quantitative design was employed using primary data from a Likert-scale questionnaire. The population comprised 233 lecturers from three institutions, and 70 respondents were selected through proportional random sampling. Data were examined through validity and reliability tests, classical assumption tests, simple linear regression, and multiple regression. Compensation had a positive and significant effect on performance (R²=37.5%, p<0.001), self-development explained 43.0% (p<0.001), and work ethic explained 92.3% (p<0.001). Simultaneously, the three predictors explained 92.5% of performance variance, with F=227.107 and p<0.001. The findings identify work ethic as the strongest determinant, while compensation and self-development operate as enabling conditions. Institutions should implement proportional compensation, expand further-study and team-learning opportunities, strengthen a culture of dedication, and improve lecturers' research and learning-evaluation capacity.
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