Enhancing Faculty Performance in Educational Organizations through Continuous Professional Development and Digital Leadership: The Mediating Role of Job Satisfaction
Keywords:
Continuous Professional Development, Digital Leadership, Job Satisfaction, Faculty Performance, Higher EducationAbstract
This study investigates the impacts of Continuous Professional Development (CPD) and Digital Leadership (DL) on Faculty Performance (FP) at the Faculty of Economics and Business, Universitas Negeri Malang, utilizing Job Satisfaction (JS) as a mediating variable. A quantitative explanatory research design was deployed, gathering primary data from 144 faculty members through purposive sampling, which was subsequently analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The empirical findings demonstrate that both CPD and DL exert significant positive direct effects on faculty performance, with digital leadership emerging as the more potent driver of internal job satisfaction. Crucially, JS acts as a substantial mediating axis, proving that structural upskilling and tech-savvy governance systems cannot automatically maximize Tri Dharma academic outputs unless they successfully elevate the professional contentment and morale of the educators (R² = 0.635). Grounded in Human Capital, Self-Determination, and Social Exchange theories, these results provide an actionable strategic blueprint for university administrators to transition digital governance from rigid compliance surveillance into an empowering ecosystem. This proactive management paradigm effectively optimizes faculty well-being, driving sustainable academic excellence and institutional competitiveness.
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