https://ejournal.upi.edu/index.php/EARR/
Leadership and Academic Performance of Lecturers of Private Universities in Bandung
Dedi Suhardi1*, Dedy Achmad Kurniady2
1*APIKES BANDUNG Bandung, Indoneisa
2Universitas Pendidikan Indonesia Bandung, Indonesia
Correspondence E-mail: [email protected]
Abstract
This study aims to analyze the magnitude of the influence of the head of the study program on the performance of lecturers in the field of informatics at private universities in Bandung. This study uses quantitative methods with correlational analysis techniques that test the truth of the hypothesis by explaining the relationship between the variables studied. All lecturers in the field of informatics at private universities in Bandung became the population in this study as many as 297 people. The conclusion of this study shows that the leadership of the head of the study program has an effect on lecturer performance. This means that the level of lecturer performance is determined by the leadership of the head of the study program.
Keywords: Leadership, Lecturer Performance, Higher Education.
Received: 27 Jan 2021 – Revised: 30 April 2021 – Accepted 30 May 2021 – Available online 30 June 2021
I. INTRDUCTION
Lecturers as the main strength of quality learning have high demands to show their best performance. Especially for lecturers of private universities (PTS) as social promotion for the continuity of public interest and interest. The performance of permanent lecturers from the foundation at private universities in Bandung is still low. This can be seen, among others, from the aspects of lecturers' duties in education and teaching, research and community service. In the field of education and teaching, especially the academic qualifications of lecturers, it shows that around 60% of private higher education lecturers in the PTS Region IV West Java and Banten Coordinator, have not met the minimum educational qualifications of S-2.
From a total of 9,616 lecturers at 474 private universities, as of the end of December 2009, 5,648 of them were still undergraduate degrees
and 24 were D-4 (Pikiran Rakyat, 10 December 2010).
Performance in research, about 50% of the 380 private universities in West Java are still minimal in producing routine research each year. There are even those that do not produce research at all. Whereas research is one of the requirements for universities that wish to pass accreditation (Kopertis Wil. IV, 2010). This is also supported by the research results of Ismail and Husni (2009) which examined the performance of lecturers in the research field which stated that the number of lecturers' research was still low. Referring to the workload criteria put forward by the Director General of Higher Education (2000) that a lecturer has a workload to conduct one study for one year. This means that within 3 years the lecturer should be able to produce 3 studies.
However, during that time, 62% of respondents conducted less than 3 studies.
The performance of lecturers in the field of community service, which should be an integral part of the other two dharmas, has not received adequate appreciation. This can be seen from the data until 2010, less than 5% of the lecturer population and less than 1% of professors who are active in carrying out community service (Dikti, 2010).
Based on the evidence described above, it turns out that the performance of PTS lecturers in the field of Informatics in Bandung in education, research, and community service activities still needs to be improved because this can affect the quality of graduates and the performance of PTS. Where in the current era of globalization, high organizational performance is required to survive in the midst of a very fierce level of competition.
Likewise, looking at the gaps above, it is necessary to make efforts to improve performance, both by the lecturers themselves and by the institution. Robert L. Mathis and John H. Jackson (2001) argue that the factors that influence individual employee performance are: (1) Their ability, (2) Motivation, (3) Support received, (4) The existence of their job do, and (5) Their relationship with the organization.
Furthermore, Simamora (2006) stated that performance is influenced by three factors, namely: (1) individual factors which include abilities, expertise, background and demographics; (2) psychological factors consisting of perceptions, attitudes, personality, learning and motivation, (3) organizational factors which consist of resources, leadership, reward / compensation, organizational structure and work structure.
Pramudyo (2010) states that leadership has a significant influence on lecturer performance.
If leadership is implemented properly through a strong organizational culture and in accordance with the PTS context, there will be an increase in lecturer performance. They will strive to achieve the vision and mission of the institution and are encouraged to show themselves more in carrying out the tri dharma of higher education, namely teaching, research,
and community service. Risambessi et al.
(2012) emphasized that leadership affects performance. Based on these reviews, this study emphasizes a study of the influence of the leadership of the study program on the performance of private universities lecturers.
Performance is the performance of an employee which is a representation of his / her competence that is raised by motivation and bound by a commitment to be loyal to the institution and profession. Lecturer performance affects the quality of the institution, so the heads of study programs must try to move them towards high performance. If the lecturers' performance is high, the quality of the institution is also high. Likewise, the performance of lecturers has an effect on the quality of higher education institutions, both public and private universities (Sudiyono, 2004). Bernardin and Russel (in Ruky, 2002) define performance as, "performance is defined as the record of outcomes produced on a specified job function or activity during time period". Performance is a record of the results obtained from certain job functions or activities during a certain period of time.
Based on several opinions about performance it can be concluded that the notion of performance is the achievement of the work achieved by a person in carrying out the tasks assigned to him based on his / her skills, experience and skills. The definition of lecturers according to Law No. 14/2005 is professional educators and scientists with the main task of transforming, developing and disseminating science, technology, and arts through education, research, and community service (Law 14/2005. Lecturers are required to have academic qualifications, competence, educator certificate, physically and mentally healthy, and fulfilling other qualifications required at the higher education unit in which he is assigned, and has the ability to realize the goals of national education. , research and effective community service based on skills, experience and skills.
Educational performance criteria according to Blazey, et al. (2001: 31) aims to: (1) improve
educational performance, capabilities, and output, (2) facilitate communication and exchange of information on best educational practices with various types of educational institutions, and (3) as a tool to understand and improve performance of educational institutions as well as guidelines in strategic planning
Richard L. Daf (2005: 5) defines leadership (leadership) is an influence that is related between leaders and followers (followers).
Then Gibson stated that leadership is an effort to use influence to motivate people to achieve a goal. From the description above, it can be concluded that leadership is the ability of leaders to motivate / mobilize members to carry out their duties in order to achieve institutional goals. Like leadership in education, especially in high schools, an educational leader must act as a planner, implementer and supervisor. As a planner, the leader must understand very well that educational planning has a very strategic position in the entire educational process.
Planning is essentially a forward-oriented activity. As the executor, the education leader is operationally managing the curriculum, students, personnel, finance, facilities and infrastructure, institutional relations with the community, and administration. All of these operational activities are carried out through a set of work procedures which include;
planning, organizing, mobilizing, and monitoring. Thus, educational leaders who have good managerial skills are needed, including conceptual skills, human skills, and technical skills. According to Tracey in Akhmad Sudrajat (2009), conceptual skills are the ability of a leader to see an organization as a whole, human skills, namely the ability of a leader to work effectively as a group member and to create collaborative efforts within the group he leads, while technical skills are specific skills about processes, procedures, or
techniques, or is a special skill in analyzing specific things and the use of specific facilities, equipment, and technical knowledge.
In addition, effective leadership in higher education according to Milind Sathye (2004) has the following characteristics: (1) Leadership in teaching, (2) Leadership in research, (3) Having a vision and a wide network (Strategic vision and networking), (4) Able to collaborate and motivate (Collaborative and motivational leadership), (5) Delegation in carrying out tasks in an organized manner (fair and efficient management), so that tasks can be carried out efficiently, (6) Development and recognition of performance, (7) Having good interpersonal relationships (interpersonal skills).
II. METHOD
The method used in this study is correlation analysis, which aims to determine the extent to which variations in a factor are related to variations in one or more other factors based on the correlation coefficient. The research was conducted at private universities that have Informatics study programs in the city of Bandung. With research subjects are lecturers in the field of informatics and students in the field of informatics at private universities (PTS) which have an Informatics field study program in the city of Bandung.
Lecturer performance in this study is the performance or work that is displayed by the lecturer in carrying out the duties and responsibilities of education and teaching which must be based on competence, motivation and commitment. Furthermore, it can be seen in the table 1.
Tabel 1. Operational Variables of Teaching Performance and Lecturer Education
Variabel Dimensi Indikator
(1) (2) (3)
Lecturer Performance (in Teaching and Education) Fry (2007), Higgs (1999),
Ramsden P (2003)
Purpose Clear
1. Lecturers have clear objectives in providing course material
2. Lecture objectives are conveyed to students at the beginning of the lecture
Caring and appreciating students
1. Lecturers care about students
2. Lecturers can provide solutions to problems faced by students
3. Lecturers respect students Assessment is objective
1. Assessment of students is done objectively 2. Assessment is done accurately according to the
procedure
Interesting and Clear
1. Lecturers deliver interesting lecture materials 2. Lecturers master various teaching strategies
3. The lecture material is conveyed clearly so that it can be understood by students.
Lecturer involvement in lectures
1. Lecturers supervise the course of lectures
2. Lecturers are involved in class discussion activities.
Learn from students 1. Lecturers are willing to accept suggestions and input from students about the lecture process
Leadership, namely giving influence to those who are led to carry out tasks to achieve goals in a team. Leadership that is meant is collegial leadership (Singh: 2005, Kouzen and Posner:
1997, 2001; Dean, 2011. Bush: 2003) carried out by the head of a study program that focuses on the capacity of stakeholders to participate in leadership in a higher education. Collegiate leadership must be seen as a process that
encourages and accommodates joint decision making and collective leadership in order to motivate people to move. The dimensions of collegial leadership are: 1) devolution of power; 2) empowerment; 3) Shared decision making, and; 4) Shared leadership.
Furthermore, the variable of the Leadership of the Study Program (X1) is translated into dimensions and indicators, as table 2 below.
Tabel 2. Leadership Operational Variable of Head of Study Program (X1)Sds
Variabel Dimensi Indikator
(1) (2) (3)
Leadership of the Head of the Study Program
Richard L. Daf (2005) Milind Sathye (2004)
Hecht (1999)
Has an extensive mission and network
1. The leader has a clear vision.
2. Has an extensive network for cooperation in research fields.
Leadership in teaching 1. The leader provides input on how to teach
2. Become an example for lecturers, in terms of behavior 3. Giving rewards to lecturers
who excel in teaching 4. A source of inspiration for
lecturers, in terms of learning Leadership in research 1. Provide inspiration /
motivation to lecturers to conduct research
2. Become a role model for lecturers in conducting research
Leadership in community service 1. Able to collaborate with lecturers in carrying out community service
2. Able to motivate lecturers in doing community service.
Have efficient management 1. The existence of delegation of tasks.
2. The division of tasks is carried out in an organized manner
3. Have high integrity
4. Responsible for preparing the study program work program 5. Responsible for preparing the
study program curriculum Develop and provide recognition of
lecturer performance
1. Provide opportunities for lecturers to develop careers.
2. Play a role in the recruitment of lecturers 3. Facilitating promotion /
position of lecturer 4. Give rewards for lecturers
who have high performance.
Have the ability to communicate 1. Able to convey policy information appropriately.
2. Exchange information with lecturers
3. Be able to solve problems 4. Collaborate with lecturers 5. Easy to contact.
This study used a questionnaire to collect data about the educational and learning performance of lecturers and the leadership of the head of the study program. The research instrument was in the form of a questionnaire with measurements carried out in real situations that were seen according to the respondent's assessment of what was experienced, not what was desired. Data was collected using instruments arranged in the form of a Likert method's attitude scale. This scale contains statements that are structured to resemble multiple choice objective tests. The alternative answers provided in the instrument are selected answers with five alternatives. The answer chosen is expected to describe how high the feelings (affect) and the respondent's assessment of the statements presented on the scale. Because someone's assessment can be
"favorable" or "unfavorable" for something,
the statements on the scale are compiled to accommodate both attitudes.
III. RESULTS AND DISCUSSION
A. Result
Based on the calculation of the weighted mean score, it was found that the average lecturer performance was in the medium category with an average of 3.19. The performance of lecturers in the field of teaching education is still not optimal and still requires renewal to be able to further improve every educational and teaching activity that makes students have competencies in accordance with the curriculum and the demands of the world of work.
The leadership of the head of the study program is measured through three dimensions, namely:
(1) devolution of power; (2) empoworment;
and (3) shared decision. Based on the results of data processing on the responses of respondents based on the average score of the achievements and categories of the leadership of the study program head, the results showed that devolution of power and empowerment obtained the same average score, namely 3.20.
Based on the results of respondents' responses to the leadership variable of the study program chairman, the average score was 3.26. These results indicate that the leadership of the study program chairman in Bandung is perceived by the respondents to be in the medium category.
The shared decision dimension has the highest average score, which is 3.37, while the devolution of power dimension has the lowest average score of 3.20. These results can be interpreted that the leadership of the head of the study program has spread the task of making decisions in a democratic manner, but in the dimension of devolution of power it is still not optimal and still requires reform to be able to further improve the leadership service that leads
Testing the hypothesis: "the leadership variable of the head of the study program (KKP) directly affects Lecturer Performance. based on the correlation coefficient and standard deviation, the regression coefficient and the coefficient of determination for the hypothesis can be calculated. Based on the results of the calculation of the coefficient of determination as well as the significance test, it appears that all independent variables on the dependent variable are significant, seen from the t-test and F-test. This shows that the proposed model is supported by empirical facts. So H0 which states, "there is no influence of the leadership of the study program (KKP) on the performance of lecturers (KD)", is rejected and of course H1 which states "the influence of the leadership of the school study program (KKP) on lecturer performance" is accepted. So it can be concluded that the hypothesis "the influence of the leadership of the study program (KKP) on lecturer performance (KD)" is accepted.
B. Discussion
Lecturers are professional educators and scientists with the main task of transforming, developing and disseminating science, technology, and arts through education, research and community service. The main task of the lecturer is to carry out the Tridharma of Higher Education with a workload of at least equivalent to 12 (twelve) credits and a maximum of 16 (sixteen) credits in each semester according to their academic qualification with the following conditions: (1) Duties to conduct education and research at least equivalent to 9 (nine) credits implemented at the university concerned; (2) The task of carrying out community service can be carried out through community service activities organized by the university concerned or through other institutions in accordance with statutory regulations; (3) The credits of supporting the Tridharma of Higher Education can be calculated in accordance with statutory regulations; (4) The task of carrying out community service and supporting tasks is at least equivalent to 3 (three) credits;
The duties of lecturers in the field of education and teaching can be in the form of: (5) carrying out lectures / tutorials and testing and organizing educational activities in laboratories, teacher practice, workshop / studio / experimental garden / teaching technology; (6) guiding student seminars; (7) real work lectures (KKN); (8) The practice of guiding student research final assignments including guiding the making of research reports on final assignments; (9) fostering student activities in the academic and student affairs; (10) developing a lecture program; (11) developing teaching materials; (12) deliver a scientific oration; (13) fostering student activities in the academic and student affairs;
(14) guiding lower-ranking lecturers; (15) carry out detasering and transplantation activities for lecturers.
For the optimal implementation of this task, the leadership role of the head of the study program is needed. Leadership is very important because all kinds of policies in higher
education come from the policies of a leader. A leader must ensure from the start that all the members he leads understand the goals and objectives of the organization. In educational institutions, especially higher education, a leader must carry out his functions related to the fields of education and teaching, research and service to the community. A leader must be a leader in the academic field, in the field of research and in the field of service to the community in accordance with the role and function of the university. From the description above, it can be concluded that leadership is the ability of leaders to motivate / mobilize lecturers to carry out tasks in the fields of education, research and community service in order to achieve institutional goals.
Leadership through a long process is able to conjure up the passions of those in it, or otherwise become very depressed and anxious.
Frost (2003) emphasizes that as a result of the leadership crisis, many people suffer, experience burn-out, who cannot enjoy life at work, and many costs are spent on treating emotional pain at work. The importance of the meaning of leadership for organizations has positioned people to be passionate about achieving their best performance, including private higher education (PTS) lecturers who need an injection of enthusiasm in the form of encouragement from leaders to perform in carrying out the task of the Tri Dharma College.
Several leadership theories in its development have emphasized that the focus of leadership must be shifted from behavior orientation to task orientation and job results, this is based on a leadership practice that fails to create its effectiveness because it is too compassionate, less assertive and undisciplined. However, it seems that even the application of task-oriented theory often creates humanitarian problems and causes the people involved to pay less attention to the nature and behavior both for the appointment of leaders and in the leadership process.
In fact, the application of the leadership theory carried out by the Head of Study Program is
based on the consideration of the noble mission of Higher Education (PT) which of course has different characteristics from other organizations. PT has traditionally had an organizational structure that shows power and authority centered on the department or faculty.
Baldridge's research (in Brink, 1996) on higher education governance shows that almost all decision-making power lies at the department or faculty level. This shows that the head of the study program has the power to drive lecturer performance.
The leadership dimension in teaching includes the behaviors of the head of the study program in formulating and communicating the objectives of the study program, monitoring, accompanying and providing feedback in learning, building an academic climate, and facilitating communication between staff.
Leadership in teaching is leadership that focuses on learning which in detail includes:
Curriculum; teaching and learning process;
assessment; lecturer development and excellent service in learning. This is in line with the opinion of Biggs (1999) that leadership in effective teaching in higher education requires: (1) articulating the importance of the vision, mission and goals of institutions that emphasize learning, (2) directing and guiding curriculum development;
(3) guiding the development and improvement of the teaching and learning process which includes planning, implementing and evaluating learning; (4) evaluating the performance of lecturers and their development; (5) build a learning community and build a solid teamwork.
IV. CONCLUSION
The performance of permanent lecturers in the field of informatics at private universities in Bandung is in the medium category. Likewise, the leadership of the head of the study program is included in the medium category with the order of the shared decision dimension, followed by the decision of power and empowerment dimensions. The leadership of the head of the study program has a significant
influence on the educational and teaching performance of the lecturers.
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