View of Transformational leadership and work achievement LLDIKTI lecturer, Region IX: The role of empowerment intervening

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A new decade

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ISSN 2668-7798

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Vol. 29, 2022

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Transformational leadership and work achievement

LLDIKTI lecturer, Region IX: The role of empowerment intervening

Edi Jusriadi, Muhammad Rusydi, Abdul Rahman Rahim Universitas Muhammadiyah Makassar

edi.jusriadi@unismuh.ac.id

Abstract. This study aimed to examine the effect of transformational leadership on empowerment, the effect of transformational leadership on work performance either directly or through empowerment and examine the effect of empowerment on work performance. This research was explanatory research with a quantitative approach to explain the relationship (causality) between one variable and other variables. The data collection technique used a questionnaire about transformational leadership, work performance, and empowerment to 196 LLDIKTI lecturers in Region IX Sulawesi Island. The data analysis used descriptive and inferential analysis with Structural Equation Model (SEM). The findings of this study reveal that (1) there was a positive and significant effect of transformational leadership on empowerment, but transformational leadership was not significant on work performance, (2) empowerment was found to have a positive and significant effect on work performance. (3) transformational leadership through empowerment can improve work performance. Moreover, empowerment is one of the most important and influential processes within the framework of the transformational leadership model in encouraging work performance among lecturers. Thus, this study extended empirical research on transformational leadership and its effect on job performance through empowerment. Besides, the limitation of this research was using the unit of analysis, which only comes from LLDIKTI lecturers in Region IX Sulawesi, all private universities without involving state universities. This study showed the urgency of efforts to create greater empowerment for LLDIKTI Region IX lecturers and leaders who can significantly contribute to work performance.

Keywords. Psychological Empowerment; Transformational Leadership; Work Performance

Introduction

Organizations are highly demanded to be innovative, interconnected organizational systems pave the way for systems thinking to be given preference over other model approaches for many organizational actors. The dynamics of systems thinking are needed to overcome challenges in higher education for the survival, growth, and competitiveness of higher education. Organizations constantly face challenges with a higher need for organizations to be flexible and able to adapt to the complex context of higher education competitiveness, and the impact on the high need to be more performing than before. Many universities are becoming increasingly interested in identifying factors that can predict and improve the work performance of their lecturers.

Technium Social Sciences Journal Vol. 29, 331-342, March, 2022 ISSN: 2668-7798 www.techniumscience.com

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Lecturer job performance is very important in organizations that survive in a dynamic environment (Stanescu et al., 2020), many researchers argue that empowerment is one of the best strategies that allows organizations to be more competitive and efficiently handle increased competition and quality of higher education services. high. It has been recognized that lecturer empowerment can drive performance at the organizational level and promote organizational success. Ravazadeh & Ravazadeh (2013) found that to achieve empowerment effectiveness, the organization must maximize the potential of lecturers. Both researchers and practitioners consider the increasing role of leadership in the current performance context in terms of motivating lecturers through empowerment. The main objective of the leadership role is to identify effective approaches to direct lecturers to display the best productivity through transformational leadership roles. Therefore, it is very important to understand how an organization should be led and managed so that it can improve lecturers' work performance.

Several authors (such as Ravazadeh & Ravazadeh, 2013) focus on how various forms of leadership influence lecturers' job performance and have found that leadership practices have a clear influence on the components of individual behavior. Other researchers (such as Al- Hosam et al., 2016) have also noticed that individual perceptions of transformational leadership are directly related to desired outcomes, including job performance. Allameh et al. (2012) stated that transformational leadership is very important to create better changes to meet the demands of the current organizational environment. In the opinion of Choi et al. (2016), transformational leaders as a requirement for organizational management today because of their ability to produce various achievements that the organization boasts. In the same description, that Ma &

Jiang (2018), transformational leadership requires the application of systematic and adaptive thinking to achieve the desired goals (Özaralli, 2003).

Leadership in the world of education has undergone rapid changes and developments over the decades that have been triggered by dramatic changes in the internal and external environment. Leaders at the highest and lowest levels in higher education face major challenges in improving the tri dharma or chess dharma of higher education, as a result, leaders in carrying out their roles require more than just conventional leadership practices. Leaders are one of the key elements in determining the success of higher education both in improving education services, research, graduates, community service and others. The challenge for higher education in Indonesia in general and in South Sulawesi is that not all leaders are able to apply transformational leadership, even the leadership crisis has become the main trigger for the emergence of more complex problems faced by universities.

Previous research has confirmed the effectiveness of transformational leadership in organizations (Bartram & Casimir, 2007). Transformational leadership generally consists of four factors: idealized influence, inspirational motivation, intellectual stimulation, and individual judgment. Ideal influence describes a leader who is a role model or role model for members of the organization. Inspirational motivation describes leadership to motivate members of the organization to commit to the organization's vision, which describes the extent to which leaders articulate a vision that attracts and inspires members of the organization.

Intellectual stimulation describes a leader who encourages innovation and creativity by increasing the belief or normal view of the group. This type of leader is ready to take risks and gather ideas from members of the organization. Individual considerations describe the leader who acts as a coach and advisor to members of the organization.

Apart from transformational leadership, the modern approach applied by management is empowerment. Krishnan (2012) considers empowerment as a factor that increases internal morale, characterized by the active role of individuals in the organization and is an important Technium Social Sciences Journal

Vol. 29, 331-342, March, 2022 ISSN: 2668-7798 www.techniumscience.com

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element for organizational success. Therefore, empowerment appears as an effective psychological mechanism for organizations, which empirically mediates the relationship between transformational leadership and job performance (Men & Stacks, 2013).

Empowerment refers to an individual's cognitive state characterized by increased intrinsic task motivation, perceptions of competence and self-determination to initiate and implement work behavior (Soyeon Kim, 2017).

There are relatively limited empirical facts about the relationship between transformational leadership, empowerment, and work performance. The relationship of this variable is relatively limited in the framework of higher education organizations. This study aims to determine the effect of transformational leadership on empowerment and work performance, and to analyze the mediating role of empowerment between transformational leadership and work performance. The mediating effect of empowerment on the relationship between transformational leadership and job performance is based on the importance of empowerment in organizations.

1. Literature review

1.1. The Effect of Transformational Leadership on Empowerment

Several previous studies have supported the assumption that there is a positive relationship between transformational leadership and empowerment. Ayoko et al. (2003) argued that certain aspects of transformational leadership, such as inspirational motivation, self- confidence, high awareness of goals and intellectual stimulation, encourage and support employees' intrinsic motivation and innovation and their creativity, which are very much in line with predictors of empowerment (Grošelj et al. al., 2020). There is general agreement among researchers that the effectiveness of empowerment in organizations is related to transformational leadership (Feng-Cheng, 2016). The intellectual stimulation dimension causes transformational leaders to be able to manage innovative work environments (Monje Amor et al., 2020). Then, Allameh et al. (2012b) also found a positive influence between transformational leadership and empowerment, which emphasizes empowerment as an important component of organizational performance, as explained by Changiz & Mohsen, (2015). Other researchers, such as Jha (2014), who studied the impact of transformational leadership on empowerment, concluded that, if individuals feel that their leader is innovative and supportive, it will have an impact on better relationships with organizational members, so they will feel the positive impact of empowerment. Therefore, the research hypothesis is: H1:

“Transformational leadership has a significant effect on empowerment”.

1.2. The Effect of Transformational Leadership on Work Performance The relationship between transformational leadership and job performance has been discussed previously (Ma & Jiang, 2018). A study conducted by Bartram & Casimir (2007) found a direct relationship between transformational leadership and job performance. Likewise, Bartram & Casimir (2007) found that transformational leadership is an important factor affecting job performance among organizational members. In the same context, Grošelj et al.

(2020) note that there is a positive and significant effect of transformational leadership on work performance. In addition, Changiz & Mohsen (2015) show that transformational leadership has a significant relationship with work performance. The results revealed that transformational leadership encourages greater work performance, which in turn helps individuals increase their contribution to the organization. Likewise, Soyeon (2017) reported a significant positive relationship between transformational leadership and job performance. The relationship Technium Social Sciences Journal

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between the two has also been researched by Ravazadeh & Ravazadeh (2013), thus the second hypothesis in this study is: H2: “Transformational leadership has a significant effect on work performance”.

1.3. The Empowerment of Work Performance

Individuals feel less constrained by rules and regulations, will allow them to act more innovatively within a normative framework (Jha, 2014). When individuals feel that they are empowered, they will show more cooperative and more creative behavior, because they feel comfortable with the task being performed and consider the task more meaningful (Feng- Cheng, 2016). At the same time, when individuals feel that they have control over personal decision making, have more freedom and flexibility and intrinsic motivation, they tend to produce innovative and better solutions, thus encouraging overall increased job performance (Monje Amor et al., 2020). Another study (Men & Stacks, 2013) also shows the fact that the greater the autonomy and decision-making control felt by individuals, the higher the level of involvement of the creative process (Stanescu et al., 2020). Based on the aspects described above, this study aims to provide additional evidence about the relationship between empowerment and work performance. So, the next hypothesis is: H3: “Empowerment has a significant effect on work performance”.

1.4. Transformational Leadership on Work Performance Mediated by Empowerment

Empirical facts explain that transformational leaders generally tend to delegate authority and encourage participatory decision making, cooperation and idea creation (Al-Hosam et al., 2016), so that individuals feel more empowered to carry out tasks with high freedom (Krishnan, 2012). Thus, transformational leadership facilitates a work environment that can increase the level of work performance (Ayoko et al., 2003), an environment in which individuals feel motivated, and competent through internal empowerment (Monje Amor et al., 2020). Leaders who motivate individuals to excel in achieving organizational and individual goals. Choi et al.

(2016) studied empowerment as a mediation of the relationship between transformational leadership and job performance, then found that empowerment has a full mediating role. The same approach is found in the study of Monje Amor et al. (2020) which supports the empowerment approach as an intermediary variable between transformational leadership and job performance. Similarly, Choi et al. (2016) investigated the relationship between transformational leadership and job performance and identified the mediating role of empowerment. Based on this description, the following hypothesis is proposed: H4:

“Transformational leadership has a significant effect on work performance through empowerment”.

The conceptual framework that describes the relationship between transformational leadership, empowerment, and work performance variables is presented in the following model.

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Figure 1. Conceptual Framework

TP: Transformational leadership EP: Empowerment

WP: Work performance Idi: Idealized influence Inm: Inspirational motivation Inv: Intellectual motivation Inc: Individualized consideration

The dynamics of Human Resource Development (HRD) marked a shift in the type of society from an industrialist society based on tangible assets to a knowledgeable society based on intangible assets. Grand theory is relevant to be used as a standing position to explain the focus of research then used Resource Based Theory (RBT) with middle theory The Human Capital Theory as strengthening human resource development. This study focuses on assessing the influence of self-leadership, Team management, and culture diversity on human capital performance, which can be explained in the following concept framework:

TP Idi

Inm

Inv

Inc

EP

WP

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Figure 2: Conceptual Framework Model of Research Variables

Based on the description of problem formulation, research objectives and conceptual framework, the hypothesis is formulated as follows:

H1 = “Self Leadership has a significant effect on the performance of human capital research staff ACIAR Project”.

H2 = “Teamwork Management has a significant influence on the performance of human capital research staff ACIAR Project”.

H3 = “Culture Diversity has a significant effect on the performance of human capital research staff ACIAR Project”.

2. Methods

This research uses quantitative methods using statistical tests. In this study, data were collected through an explanatory survey approach. The research data comes from primary data obtained through a set of questionnaires as a measuring tool, while secondary data is taken from literature and documents, or reports related to research objects such as the LLDIKTI Region IX lecturer population and other supporting data. The study population was lecturers with the status of civil servants who were employed (Dpk) at private universities in Makassar City and had obtained teacher certificates and professional allowances. The number of LLDIKTI Region IX lecturers who have obtained professional lecturer certificates, especially those scattered in private universities in Makassar City, is 463 people. Selection of the research sample using a sample size formulation of 5-10 times the number of manifest variables (indicators) of all latent variables, then determined based on the Slovin formulation with a margin of error of 5% to obtain a sample of 214 people.

The questionnaires were distributed to targeted respondents. The total number of respondents was 196 respondents. This questionnaire consists of two parts, the first part contains the identification of the profile of the respondents, while the second part identifies

H.3

H.² H.¹

X1 Self-Leadership

Team Work X2 Management

Y1 Human Capital Performance

CultureX3 Diversity

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responses to all research variables. This study promotes three variables: TP, EP, WP, then the TP variable is elaborated into the Idi variable; Inm; Inv; and Inc. The measurement uses a five- point Likert scale from 1 (strongly disagree), 2 (disagree), 3 (disagree), 4 (agree), and 5 (strongly agree). To explain the research objectives, the analysis technique used is Structural Equation Modeling.

3. Results

3.1. Profile of respondents

The identity characteristics of LLDIKTI Region IX lecturers who are employed at PTS in Makassar City consist of: age, gender, education level, functional position, rank/class and length of service are presented as follows:

Table 1: Respondents by Age

Age Total %

≤ 40 years 12 6,1

41 – 55 years 115 58,7

56 years 69 35,2

Total 196 100

Respondents aged ≤ 40 years were 12 people (6.1%), 115 people aged 41 - 55 years (58.7%), and finally 69 people (35.2%) aged ≥ 56 years. This shows that the number of lecturers employed at LLDIKTI Region IX who are 41 - 55 years old and have experience in carrying out the main tasks of Tri Dharrma Perguruan Tinggi, namely education, research and community service as lecturers at PTS in the form of universities and high schools in Makassar City. Lots. Meanwhile, Lecturers aged 60 years and over are teachers who have a long teaching experience in higher education and really understand the meaning of being a lecturer who is burdened with the obligation to organize teaching activities creatively, proactively, and innovatively. Characteristics of respondents based on gender can be seen in the following table.

Table 2. Respondents Based on gender

Gender Total %

Man 125 63,8

Women 71 36,2

Total 196 100

125 male respondents (63.8%) and 71 female respondents who have worked as lecturers at LLDIKTI Region IX who are employed at private universities in Makassar. This shows that women are less willing to work as lecturers when compared to men who work as lecturers in LLDIKTI Region IX who are employed in Makassar City. Although the composition of the number of men and women is different, their role in carrying out their main tasks, namely the Tri Dharma of Higher Education remains the same. Characteristics of respondents based on educational background can be seen in the following table.

Table 3: Respondents Based on educational background

Educational background Total Persentase (%)

S2 145 74,0

S3 51 26,0

Total 196 100

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There were more than 145 people (74.0%) in a bachelor degree (S2) compared to 51 respondents (26.0%) who had a bachelor's degree (S3). This shows that the teaching staff or lecturers of LLDIKTI Region IX, especially in Makassar, are preparing higher quality and competent human resources. From these data it is known that the number of lecturers with a bachelor's degree (S2) education is quite large in number to fulfill the qualification requirements for teaching staff at the undergraduate level (S1), while the number of lecturers with a bachelor's degree (S3) level fulfills the qualification requirements for teaching staff at Strata Dua (S2) and Strata Three (S3). Lecturers employed at PTS LLDIKTI Region IX in Makassar already have lecturers with a Doctoral degree as respondents, but the number is still small when compared to the number of teachers for Strata Two (S2) education at the location of the object of research in PTS Makassar City.

3.2. The Results of the Analysis of Structural Equation Modelling

Based on the model framework previously proposed, the hypothesis is tested by testing the path coefficient on the structural equation model in the following figure.

Figure 2: Output of Structural Equation Modelling

Table 4: Correlation between independent and dependent variable

Variables Variables Estimate S.E C.R P-value

TP → EP 0.121 0.057 2.103 0.035***

EP → WP 0.593 0.079 7.491 0.000***

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Variables Variables Estimate S.E C.R P-value

TP → WP 0.055 0.049 1.119 0.263

Note: *** The correlation is significant at 0,05 level

The next step is to measure the influence between the independent variable (TP) and the dependent variable (EP and WP) by conducting path analysis. The results in table 4 show that TP is proven to affect EP (0.121), indicating that H1 is accepted. EP is proven to affect WP (0.593), indicating that H3 is accepted, but TP does not significantly affect WP (0.055), indicating that H2 is rejected. For the indirect effect test, the following sobel test is used.

Table 5: Sobel Test

Test Statistics Std.Error P-value

Sobel test 0.057 0.041***

Aroian test 0.079 0.042***

Goodman test 0.049 0.039***

Note: *** The correlation is significant at 0,05 level

The results in table 5 show that TP is proven to affect WP mediated by EP with a significant level at the 5 percent level.

4. Discussion

Good leadership in private universities will improve lecturers' work performance. This study reaffirms the importance of the role of leadership in encouraging subordinates to consciously, jointly achieve the goals that have been set, regarding individual tasks in the organization and in general the tasks of advancing the organization. Leaders in private universities are more dominant in practicing transformational leadership styles than transactional leadership styles. Important items that are considered in the transformational leadership model include the ability of the leader to show behaviour that can increase the confidence of his subordinates that the leader is a person who has charisma that is fun, harmonious, nurturing, skillful, and fair.

Empowerment in this context is the psychological empowerment of the lecturers, namely the feeling of meaning or empowerment of the lecturer in carrying out their duties as professional educators. Empowerment is the authority to make decisions in an area of certain operations without having to obtain approval from others. Empowerment as giving autonomy, authority, trust, and encouraging individuals in an organization to develop regulations to complete work. Empowerment is the giving of responsibility and authority to workers to make decisions regarding all product development and decision making. Empowerment also means sharing information and knowledge among employees which is used to understand and support organizational performance, reward organizational performance, and provide autonomy in decision-making that affect the organization.

Psychological empowerment is an individual's belief in his ability to carry out work activities related to skills and competencies. Psychological empowerment is related to how competent or capable people feel empowered in their work environment. Those who feel more competent about their abilities and are successfully empowered or have higher levels of psychological empowerment are more likely to be satisfied with their work, have higher commitment to the organization, lower intention to quit, and have more positive performance.

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The important findings from this study include: (1) The ability of private universities to carry out activities to develop lecturers' abilities varies. Some private universities do not have sufficient budgets to finance activities such as routine lecturer training for all lecturers in higher education so that the ability of lecturers in areas of professional improvement is not optimal;

(2) The awareness of lecturers independently to participate in activities that are developing their abilities (knowledge and skills) is still low. There are more lecturers who are fixated on the field of education only while the increase in professionalism in the field of research and community service is still low; (3) The ability of lecturers to take advantage of government funding schemes through decentralization studies is still low. So that the funds prepared have not been able to be fully absorbed and utilized; and (4) In tertiary institutions that have a large number of students, lecturers are more preoccupied with teaching activities so that they have limited time for research and community service.

5. Conclusion

Based on the results of data sourced from questionnaires and interviews, the findings of this study can be explained as follows: Self Leadership has a positive and significant effect on the performance of human capital research staff. This means that the research staff can manage the self-leadership that is well owned. Teamwork management has a positive but insignificant effect on the performance of human capital research staff. This means that the work management team has not fully run well among local and foreign research staff and culture diversity has a positive and significant effect on the performance of human capital research staff. This means that the research staff can work despite having a culture of diversity among the research staff.

The limitation of this research is the use of the analysis unit which only comes from LLDIKTI Region IX lecturers not from state university lecturers so that it is not possible to carry out different tests. This study shows the urgency of efforts to create greater empowerment for LLDIKTI Region IX lecturers, leaders can have a major contribution to work performance.

Author contributions

Conceptualization: Edi Jusriadi, Muhammad Rusydi, Abdul Rahman Rahim Data curation: Edi Jusriadi, Muhammad Rusydi, Abdul Rahman Rahim Formal analysis: Edi Jusriadi.

Investigation: Edi Jusriadi.

Methodology: Edi Jusriadi.

Project administration: Edi Jusriadi, Muhammad Rusydi, Abdul Rahman Rahim.

Supervision: Edi Jusriadi, Muhammad Rusydi, Abdul Rahman Rahim.

Validation: Edi Jusriadi, Muhammad Rusydi, Abdul Rahman Rahim Visualization: Edi Jusriadi, Muhammad Rusydi, Abdul Rahman Rahim.

Writing – original draft: Edi Jusriadi..

Writing – review & editing: Edi Jusriadi, Muhammad Rusydi, Abdul Rahman Rahim

Acknowledgment

Thank you to the leaders of LLDIKTI Region IX who have provided the opportunity to carry out this research.

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