Rethinking Lecturer Productivity in Islamic Higher Education: Integrating Competence, Institutional Support, and Job Satisfaction
DOI:
https://doi.org/10.26811/peuradeun.v14i3.2895Keywords:
Academic Productivity;, Institutional Environment, Islamic Higher Education, Job Satisfaction, Lecturer CompetencyAbstract
Academic productivity in Islamic higher education is shaped not only by lecturers’ professional competence but also by the institutional conditions in which academic work is performed and interpreted. This study examined the relationships among lecturer competency, institutional environment, job satisfaction, and academic productivity in Private Islamic Higher Education Institutions (PTKIS) in Jambi, Indonesia. A sequential explanatory mixed-methods design was employed, involving 62 permanent lecturers in the quantitative phase and five purposively selected informants in the qualitative phase. Quantitative data were analyzed using PLS-SEM, followed by reflexive thematic analysis of explanatory interviews. The findings showed that competency and institutional environment were significantly associated with academic productivity, while the institutional environment was also significantly associated with job satisfaction. Job satisfaction mediated the relationship between institutional environment and academic productivity but did not mediate the competency–productivity relationship. Qualitative findings further showed that lecturers interpreted competence through professional and ethical responsibility and understood productivity beyond formal output indicators, including educational and societal contributions. The study demonstrates that personal and organizational resources contribute to academic productivity through different pathways, highlighting the importance of aligning lecturer competence with supportive institutional conditions and meaningful academic work.
References
Adewuyi, T. D., Afisi, O. T., & Ojo, T. E. (2026). Mental Health and Psychological well-being among Academic and Non-Academic Staff in Lagos State Tertiary Institutions. Advanced Research Journal, 13(2), 11-26. https://doi.org/10.71350/30621925111
Aedi, N., & Gorni, R. L. (2025). Lecturer–Learner Leadership and Its Impact on Student Learning behavior in Islamic Higher Education. Jurnal Pendidikan Islam, 11(2), 307-318. https://doi.org/10.15575/jpi.v11i2.50285
Annual Report 2023. (2024). AIMS Materials Science, 11(1), 94-101. https://doi.org/10.3934/matersci.2024005
Budi, M. H. S., Fitri, A. Z., & Sulistyorini, S. (2026). Model Strategi Fungsional dan Operasional dalam Penguatan Tata Kelola PTKIS. Dirasah: Jurnal Studi Ilmu dan Manajemen Pendidikan Islam, 9(1), 197-212. https://doi.org/10.58401/dirasah.v9i1.2958
Chan, M. S., & Abdul Halim, H. (2025). Predictors of Psychological well-being among Academic Staff in Malaysian Higher Education: The Role of Emotional Intelligence, Self-Compassion, Psychological Capital, and Mindfulness. Cogent Education, 12(1), 2555738. https://doi.org/10.1080/2331186X.2025.2555738
Cheng, H., Fan, Y., & Lau, H. (2023). An Integrative Review on Job Burnout among Teachers in China: Implications for Human Resource Management. International Journal of Human Resource Management, 34(3), 529-561. https://doi.org/10.1080/09585192.2022.2078991
Comstock, M., Litke, E., Hill, K. L., & Desimone, L. M. (2023). A Culturally Responsive Disposition: How Professional Learning and Teachers’ Beliefs About and Self-Efficacy for Culturally Responsive Teaching Relate to Instruction. AERA Open, 9. https://doi.org/10.1177/23328584221140092
Creswell, J. W., & Inoue, M. (2025). A Process for Conducting Mixed Methods Data Analysis. Journal of General and Family Medicine, 26(1), 4-11. https://doi.org/10.1002/jgf2.736
Cruz, R. A., Manchanda, S., Firestone, A. R., & Rodl, J. E. (2020). An Examination of Teachers’ Culturally Responsive Teaching Self-Efficacy. Teacher Education and Special Education, 43(3), 197-214. https://doi.org/10.1177/0888406419875194
Domorenok, E., Graziano, P., & Polverari, L. (2021). Introduction: Policy Integration and Institutional Capacity: Theoretical, Conceptual and Empirical Challenges. Policy and Society, 40(1), 1-18. https://doi.org/10.1080/14494035.2021.1902058
Eriksson, O., Johannesson, P., Bergholtz, M., & Ågerfalk, P. (2025). Turning Conceptual Modeling Institutional – The Prescriptive Role of Conceptual Models in Transforming Institutional Reality. Data and Knowledge Engineering, 156. https://doi.org/10.1016/j.datak.2024.102404
Fuadiy, M. R., Rozi, M. A. F., Arafah, N. N., Kamal, L., & Sunoko, A. (2025). Mapping the Digital Transformation of Education in Indonesia from 2012 to early 2025: A Bibliometric Analysis of Scopus-Indexed Publications. Journal of Educational Research and Practice, 3(2), 276-306. https://doi.org/10.70376/jerp.v3i2.390
Gofur, H. A., Qomusuddin, I. F., & Romlah, S. (2023). Desain Sistem Penjaminan Mutu Internal (SPMI) Perguruan Tinggi Keagamaan Islam Swasta (PTKIS). Jurnal Syntax Imperatif: Jurnal Ilmu Sosial Dan Pendidikan, 4(5), 601-608. https://doi.org/10.36418/syntax-imperatif.v4i5.290
Hajiali, I., Fara Kessi, A. M., Budiandriani, B., Prihatin, E., Sufri, M. M., & Sudirman, A. (2022). Determination of Work Motivation, Leadership Style, Employee Competence on Job Satisfaction and Employee Performance. Golden Ratio of Human Resource Management, 2(1), 57-69. https://doi.org/10.52970/grhrm.v2i1.160
Hasanudin, K., Srinio, F., & Warti`ah, W. (2024). Unlocking Success: Innovative Education Marketing Strategies for Elementary School Enrollment Growth. Kharisma, 3(1), 41–53. https://doi.org/10.59373/kharisma.v3i1.45
Hasbiyallah, H., Duran, B. N., & Suhendi, S. (2024). Indonesian Fiqh in Higher Education: A Pathway to Moderate and Inclusive Islamic Values. Jurnal Pendidikan Islam, 10(1), 149–162. https://doi.org/10.15575/jpi.v10i1.26151
Hayadin, H., Niam, K., Munawiroh, & Lukens-Bull, R. (2025). Contemporary Changes in Islamic Higher Education in Indonesia: Dynamic Encounter between Modernisation and Tradition. Journal of Al-Tamaddun, 20(1), 189–200. https://doi.org/10.22452/JAT.vol20no1.14
Henning, H. N., Danyi, M. M., Park-Gaghan, T. J., & Mokher, C. G. (2025). What Does Organizational Culture Tell Us About Developmental Education Reform? Corequisite Implementation in Texas. Innovative Higher Education, 50(6), 2193-2213. https://doi.org/10.1007/s10755-025-09787-z
Huo, M. (2025). Untangling Teacher Burnout: A Network Analysis of Demands, Resources, and Out-Of-Field Teaching Challenges in Rural China. Frontiers in Public Health, 13. https://doi.org/10.3389/fpubh.2025.1633952
In’ami, M., Bambang, & Wekke, I. S. (2025). Contextualising Adab in Islamic Education From the Perspective of Al-Attas. Journal of Al-Tamaddun, 20(1), 145-158. https://doi.org/10.22452/JAT.vol20no1.11
Jannana, N. S., Sugiyono, & Wijayanti, W. (2025). Cyclical and Value-Based Quality Assurance: A Case Study of a Religious Program at an Islamic Senior High School in Indonesia. Kharisma, 4(2), 157–174. https://doi.org/10.59373/kharisma.v4i2.102
Kullmann, S., & Weimer, V. (2024). Teaching as Part of Open Scholarship: Developing a Scientometric Framework for Open Educational Resources. Scientometrics, 129(10), 6065-6087. https://doi.org/10.1007/s11192-024-05007-1
Kurtessis, J. N., Eisenberger, R., Ford, M. T., Buffardi, L. C., Stewart, K. A., & Adis, C. S. (2017). Perceived Organizational Support: A Meta-Analytic Evaluation of Organizational Support Theory. Journal of Management, 43(6), 1854-1884. https://doi.org/10.1177/0149206315575554
Kusters, M., van der Rijst, R., de Vetten, A., & Admiraal, W. (2023). University Lecturers as Change Agents: How do they Perceive their Professional Agency? Teaching and Teacher Education, 127, 104097. https://doi.org/10.1016/j.tate.2023.104097
Liu, J., Jungyin, K., Jaewoo, S., Heechul, L., & Shah, W. U. H. (2024). Evaluating the Efficiency, Productivity Change, and Technology Gaps of China’s Provincial Higher Education Systems: A Comprehensive Analytical Framework. PLoS ONE, 19. https://doi.org/10.1371/journal.pone.0294902
Maddi, A., Maisonobe, M., & Boukacem-Zeghmouri, C. (2025). Geographical and Disciplinary Coverage of Open Access Journals: OpenAlex, Scopus, and WoS. PLoS ONE, 20. https://doi.org/10.1371/journal.pone.0320347
Maisura, M., Dewi, S. V., Ridwan, R., Sofyan, Z., Kasturi, C. Y., & Rantika, F. (2026). Industry Competency Needs Analysis for Outcome-Based Education (OBE) Curriculum Development. Jurnal Nispatti, 11(1), 23–40. https://doi.org/10.26811/nispatti.v11i1.227
Mantog, J. R. A., & Deriada, A. L. (2025). Social Capital, Structural Capital, Human Capital, Spiritual Capital, and Cooperative Performance: A Path Model. Palawan Scientist, 17(1), 83-96. https://doi.org/10.69721/TPS.J.2025.17.1.09
Marginson, S. (2019). Limitations of Human Capital Theory. Studies in Higher Education, 44(2), 287-301. https://doi.org/10.1080/03075079.2017.1359823
Mariani, A., Warlizasusi, J., Usman, M. U. K., & Harahap, E. K. (2024). Principal Supervision in Improving the Quality of Learning Administration Services at the State Islamic Elementary School. Kharisma, 3(2), 135–148. https://doi.org/10.59373/kharisma.v3i2.53
Marlina, Y., Siregar, M., Iryani, E., & Oktoriano, A. (2024). The Role of Managerial Leadership in Maintaining of the Existence of Private Islamic Universities in Disruption Era. In Proceeding of International Conference on Education, Society and Humanity (Vol. 2, No. 2, Pp. 636-644). https://ejournal.unuja.ac.id/index.php/icesh/article/view/10198
Mazlan, N. A., Saja, I., Surtahman, A. W., Norwahi, N. A., & Maghfurin, A. (2024). The Effectiveness of Multimedia usage in Learning Arabic Language (Foreign Language) Based on Student Score Achievement. Islamiyyat, 46(2), 66–78. https://doi.org/10.17576/islamiyyat-2024-4602-06
McKim, C. A. (2017). The Value of Mixed Methods Research: A Mixed Methods Study. Journal of Mixed Methods Research, 11(2), 202-222. https://doi.org/10.1177/1558689815607096
Micallef, B. (2025). Enhancing Curriculum Relevance and Student Engagement: The Role of Lecturers as Agents of Change in Higher Education In Frontiers in Education (Vol. 10, p. 1580611). Frontiers Media SA. https://doi.org/10.3389/feduc.2025.1580611
Mubarok, M. S., Ramadhani, R., & Putri, M. D. (2023). Educational method in the Quran: Analysis of Islamic education science Surah An-Nahl verse 125. International Journal of Islamic Khazanah, 13(1), 35–47. https://doi.org/10.15575/ijik.v13i1.19752
Mutaqin, Z., Mardhiyah, L., Machmudah, U., Muassomah, & Hamid, M. F. B. A. (2026). Comparing AI-assisted Digital Learning Media for Maharah al-Istima’: A Pedagogical Analysis of Spotify, Voicemaker, and Quizalize. Jurnal Nispatti, 11(1), 59–82. https://doi.org/10.26811/nispatti.v11i1.234
Noorhayati, S. M., & Fahyuni, E. F. (2024). The Role of Leadership in Improving Managerial Accountability at Islamic Higher Education. Nidhomul Haq : Jurnal Manajemen Pendidikan Islam, 9(2), 239-253. https://doi.org/10.31538/ndh.v9i2.4584
Okoliko, M. G., & Adebayo, A. (2024). Education Policy and Its Impact on Socioeconomic Outcomes in Northern Nigeria: A Sustainable Development Perspective. Journal of Education, Social & Communication Studies, 2(1), 11-22. https://doi.org/10.71028/jescs.v2i1.33
Pratiwi, D. P., & Warlizasusi, J. (2023). The Effect of Principal Leadership and Work Motivation on Junior High School Teacher Performance. Kharisma, 2(1), 18–25. https://doi.org/10.59373/kharisma.v2i1.16
Sam, T. H., Isa, K., & Palpanadan, S. T. (2024). Perspectives of Perceived Organizational Support (Pos) Theory Towards Individual Happiness. Revista de Gestao Social e Ambiental, 18(9), 1-16. https://doi.org/10.24857/rgsa.v18n9-035
Schaufeli, W. B., & Bakker, A. (2022 Work Engagement: A Critical Assessment of the Concept and Its Measurement. In Handbook of positive psychology assessment (pp. 273-295). Hogrefe. https://pure.eur.nl/en/organisations/work-and-organizational-psychology-4/
Sebopelo, P. (2025). A Adaptive Learning Strategies in Open and Distance eLearning: Opportunities and Challenges for Quality Assurance. Review of Artificial Intelligence in Education, 6. https://doi.org/10.37497/rev.artif.intell.educ.v6ii.36
Skopak, M. H., Busatlic, S., Skopak, A., & Plojovic, S. (2025). Relationship Between Leadership Styles, Communicator’s Competence, and Job Satisfaction of Employees in Bosnia and Herzegovina. TEM Journal, 14(1), 226-235. https://doi.org/10.18421/tem141-21
Subotnik, R. F., Olszewski-Kubilius, P., Corwith, S., Calvert, E., & Worrell, F. C. (2023). Transforming Gifted Education in Schools: Practical Applications of a Comprehensive Framework for Developing Academic Talent. In Education Sciences, 13(7), 707. https://doi.org/10.3390/educsci13070707
Supriatna, P. (2025). Integration of Science in Islamic Education Practice at PTKIN and PTKIS. Review: Journal of Multidisciplinary in Social Sciences, 2(8), 329-339. https://doi.org/10.59422/rjmss.v2i08.1039
Suwendi, S., Mesraini, M., Azka, F. L., & Gama, C. B. (2024). Implementation of Knowledge Integration in Islamic Higher Education. Jurnal Pendidikan Islam, 10(1), 41–52. https://doi.org/10.15575/jpi.v10i1.35385
Usman, U., Alim Usman, A., & Azizah, F. P. (2024). The Role of Muraqabah in Developing Pedagogical Competence among Islamic Higher Education lecturers. Jurnal Pendidikan Islam, 10(2), 207–217. https://doi.org/10.15575/jpi.v10i2.38650
Van Den Heuvel, M., Demerouti, E., Bakker, A. B., Hetland, J., & Schaufeli, W. B. (2020). How do Employees Adapt to Organizational Change? The Role of Meaning-Making and Work Engagement. The Spanish Journal of Psychology, 23, e56. https://doi.org/10.1017/SJP.2020.55
Younas, A., Fàbregues, S., & Creswell, J. W. (2023). Generating Metainferences in Mixed Methods Research: A Worked Example in Convergent Mixed Methods Designs. Methodological Innovations, 16(3), 276-291. https://doi.org/10.1177/20597991231188121
Zhao, N., Huo, M., & Van Den Noortgate, W. (2023). Exploring Burnout among Preschool Teachers in Rural China: A Job Demands-Resources Model Perspective. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1253774
Published
Issue
Section
License
Copyright (c) 2026 Muhammad Yusup, Dina Hajja Ristianti, Muhammad Muhammad, Yosep Farhan Dafik Sahal , M Nurzen S (Author)
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms: (1) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License (CC-BY-SA) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal; (2) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal; (3) Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website), as it can lead to productive exchanges, as well greater citation of published work (See The Effect of Open Access).
