Performance Analysis of STIE Lecturers in LLDIKTI Region III Jakarta

Objective : This research aims to identify factors that influence lecturer performance and develop a model that can explain the relationship between achievement motivation, lecturer competence, organizational commitment, and job satisfaction with the performance of permanent lecturers in seven higher education schools in Region III Jakarta. Methodology : This research applies the Partial Least Squares Structural Equation Modeling (PLS-SEM) method involving 189 respondents who were randomly selected through questionnaire distribution with a 1-5 Likert scale. Research results : analysis results, lecturer performance can be explained by Achievement Motivation, Organizational Commitment, and Competence, with Lecturer Organizational Commitment being the most dominant variable. This research presents novelty through the application of a model that has never been used before in Lecturer Performance case studies, which integrates variables and dimensions from previous research. Although there have been many studies discussing Achievement Motivation, what is unique is that this research shows a negative and significant influence on Job Satisfaction. Apart from that, Job Satisfaction does not function as a mediator between lecturers' Achievement Motivation, Competence and Organizational Commitment on lecturers' performance.


Introduction
The problem of low interest in research and publishing research results occurs in both state and private universities even though various efforts have been made by the government through the Directorate General of Higher Education, Research and Technology (Ditjen Diktiristek) and LLDIKTI as well as universities themselves by holding workshops, training, seminars as well as providing funding incentives, but these efforts have not had maximum impact.
Many private universities (PTS) recruit lecturers who do not meet the required qualification and experience standards.To overcome this problem, the commitment of the Directorate General of Higher Education and Technology and the active role of PTS management in developing and empowering lecturers through appropriate education and training is needed.Long-term investment in developing lecturer resources is expected to improve the quality of education and reputation of private universities.
Lecturer job satisfaction is still low, especially regarding career path, management of academic ranks, career clarity as a lecturer, and inadequate compensation.The quality of teaching is also stagnant without developments in teaching techniques and a lack of innovation in teaching materials.Interest in continuing their studies at doctoral level is also low due to lack of motivation and minimal financial support from institutions.In addition, low compensation is an additional obstacle to academic career development.

Formulation of the problem
Formulating this research problem involves formulating research questions related to the research subjects, namely permanent lecturers at various Economics Colleges in East Jakarta.The results of the answers to these research questions will be revealed after the research is completed.
1. Does work achievement motivation have a direct effect on the performance of permanent lecturers at STIE in Jakarta?OGZ Research and Publishing| 226 realized in individual employees and the reality (facts) received regarding the rights as employees and those received.

Achievement Motivation Concept
Motivation theory explains why someone is motivated to do something according to their needs and goals.According to (Gibson 2008), work motivation is a concept about the forces within an employee that direct that person's behavior.One person's motivation process is different from another.
According to (Robbins and Judge 2013) states that employee work motivation is the employee's willingness to make efforts to achieve organizational goals.Motivation is the main factor in a person that arises from a combination of needs, drives, goals and rewards.that drives behavior to meet certain goals.Then, according to (Dale 2012) Work motivation is described as the impetus that propels individuals to maximize their contributions to the organization's success in attaining its objectives.Motivation stems from the reasons individuals strive to achieve goals, whether consciously or subconsciously.It is this inner drive that influences behavior, regulating and sustaining activities while determining the overall direction individuals should pursue.By having a direction to go, the final indication of the motivation process can be monitored.
Based on opinions about work motivation and achievement motivation, achievement motivation was determined for this research.Based on the research object, in this study achievement motivation is the employee's tendency to overcome obstacles, test strength, do something difficult as well and as quickly as possible.

Competency Concept
Job competency refers to a blend of aptitudes, expertise, skills, and various other attributes that employees possess, enabling them to perform their tasks with increased efficiency and effectiveness.Competent employees adhere to the competency benchmarks set by their leaders and the organization.Meeting work OGZ Research and Publishing| 227 standards with optimal performance serves as a greater motivator, leading to enhanced satisfaction among employees.
In (Barasa, Gunawan and Sumali 2018) Job competency is essentially the capacity of an individual to execute diverse tasks within the workplace.It is essential for every employee to possess the capability to contribute effectively to work processes.
Competency is an inherent attribute of an individual characterized by the qualities necessary for exemplary or efficient performance in various work-related contexts.
Moreover, competency represents an individual's capacity to generate satisfaction in the workplace, demonstrating the knowledge and skills required or possessed by each person to fulfill their duties and responsibilities effectively, thus enhancing professional work standards (Renyut et al. 2018).
Job competency refers to the fundamental ability of a person to perform a wide range of tasks within the work environment.It is crucial for all employees to have the aptitude to actively contribute to work procedures.Competency embodies an innate quality in individuals, marked by the attributes needed for outstanding or effective performance across different work scenarios.Furthermore, competency signifies an individual's ability to foster satisfaction in the workplace, showcasing the expertise and skills essential for effectively carrying out their assigned tasks and responsibilities, thereby elevating professional work standards (Berlian 2018).
Based on the definitions above, it can be synthesized that work competency is an ability to match skills, attitudes and knowledge for all purposes and have certain characteristics in completing work effectively and efficiently.(Meyer et al. 2002) Organizational commitment is the sentiment of identification, engagement, and allegiance demonstrated by employees toward the organization.Consists of an inner model and an outer model.

Model Identification
Determining model identification is a crucial aspect in determining whether the model has unique values on certain data, thereby enabling the model estimation process.Consists of the same as the model specifications, namely the inner model and outer model.

PLS Path Model Estimation
After the research model meets the specifications and model identification, the next step is to estimate the model.At this stage, the PLS-SEM algorithm is executed, using the R package SEMinR v2.3.2 in the context of this research (Ray, Danks and Valdez 2022).Then according to (Hair et al. 2017) The SEMinR package is one of the software tools used to perform PLS-SEM analysis, being part of the various software options available for this purpose.SEMinR was developed as an R package focused on Partial Least Squares Path Modeling analysis.R itself is free and open source software used for data analysis, statistical computing, and graph creation.

Model Evaluation
Model assessment is intended to assess the entire model, determining the extent to which the model is suitable, good or not.In PLS-SEM, model evaluation can be done by: Indicator Reliability Test, Construct Internal Consistency Reliability Test, Convergent Validity, Discriminant Validity.

Hypothesis
After explaining the strengthening of the influence between variables and establishing the hypotheses, this section summarizes all the research hypotheses,

Inferential Statistics with PLS-SEM
The PLS-SEM algorithm was run in the R application environment using the SEMinR package.Figure 1 shows the initial results of the algorithm, and detailed results can be found below.After getting the initial results, Reliability Indicator Testing was carried out.Next, the AVE value is checked with the required value above 0.5, the Cronbach Alpha , Composite Reliability (rho_c), and Reliability Coefficient (rho_A) values above 0.7, and the Heterotrait Monotrait Ratio (HTMT) value below 1.The next process involves Inner Testing Model. 1) Indicator Reliability : The reliability indicator can be seen in the outerloading of the indicator.The higher the outer loading value, the stronger the outer loading indicates that the indicator reflects the variable well.
From the initial results of the PLS-SEM algorithm using SEMinR (first round), it was found that the influence value of R 2 for Job Satisfaction was 0.623, while R 2 for Performance was 0.517.However, one indicator was detected with a loading value below 0.4, namely MP6.According to (Hair et al. 2017)  Next, internal consistency reliability, convergent validity, and discriminant validity will be explained using the output of the second PLS-SEM algorithm.

Internal consistency reliability
The following are the results of evaluating the internal consistency reliability of constructs, which are measured through composite reliability (rho_c), Cronbach's alpha, and reliability coefficient (rho_A) which assess interrelated constructs.The results show that for all variables, the rho_A value is in the range of 0.70 to 0.95 and is based on (Hair et al. 2017) The rho_A value obtained is "good".

Convergent Validity
In the context of construct convergent validity, the AVE value for each variable is presented.Table 4.31 shows that all variables have an AVE value >0.5.
This value pertains to the cross-loading factor, which is acquired through the comparison of the loading value of the specific construct under scrutiny with the loading value of other constructs.From the final results, it can be seen that the Herriott-Monotroit Ratio (HTMT) value is below 0.9, indicating that these constructs are truly different from each other.Look at Table 7, the HTMT value is <0.90, indicating that the discriminant validity for each construct has been met ( Henseler, Ringle and Sarstedt 2015) .

Inner Model
In testing the inner model, two analyzes are carried out, namely R 2 and Q 2 .
The Analysis of Variance R2 signifies the extent to which an exogenous variable determines its endogenous variable.A higher R2 value indicates a better level of determination.Typically, R2 values of 0.75, 0.50, and 0.25 are deemed substantial, moderate, and weak respectively across various social science disciplines (Hair et al. 2017).
The level of determination (R 2 ) for the endogenous variable Performance is 0.542 and R 2 for the endogenous variable Job Satisfaction is 0.588 which can be classified as a medium level (moderate).(Hair et al. 2011).The greater the Q2 value , the better the model is considered or more appropriate to the data (Pangesti, Sumertajaya and Sukmawati 2016).
To calculate Q 2, use the formula: By looking at these results, it can be concluded that the model has relevant predictions.This research model was able to explain 81.1% of the diversity of the data, while the remainder, around 18.9%, could be attributed to other factors not included in the research.

Bootstrapping Results and Path Coefficient Results
In PLS-SEM, every examination is conducted utilizing a bootstrapping technique, which involves generating numerous sub-samples from the original data with replacement.A model is then estimated for each of these sub-samples.This method helps in determining the standard error of coefficients and assessing statistical significance without the need to make assumptions about distributions (Hair et al. 2017).
Testing is carried out with the aim of overcoming the problem of abnormalities in research data.In this context, researchers carried out bootstrapping samples 10,000 times in accordance with recommendations from (Hair et al. 2017), which suggests a minimum of 10,000 samples.The results are as follows : where the higher the influence value, the stronger the influence of the independent variable on the dependent variable.
On the other hand, different results were found on the influence of Achievement Motivation (MP) on Job Satisfaction (WS), which had a negative value, namely -0.161.These results show that the greater the impact between variables, the stronger the influence, but in the opposite direction.Increasing Achievement Motivation will reduce lecturer performance.

Hypothesis test
At the hypothesis testing stage, analysis was carried out using the output from the PLS algorithm and the bootstrapping method.Based on Table 4.36, the research hypotheses can be described as follows : ▪  Based on the summary contained in Table 4.37, it can be explained as follows: ▪ The direct influence of Achievement Motivation on lecturer performance has a value of 0.262, while the influence on lecturer performance through Job Satisfaction as an intervening variable is -0.006.However, this effect was not significant, indicating that there was no mediation effect .
▪ The direct influence of competency on lecturer performance has a value of 0.200, which shows that the presence of competency can reduce lecturer performance, but it is not significant.Apart from that, the existence of Job Satisfaction as an intervening variable with a value of 0.015 also does not have Vol. 2 No. 02, 2024, 222-260 Ogzrespublish.comOGZ Research and Publishing| 245 a significant influence on lecturer performance.Therefore, it can be concluded that no mediation effect occurred.
▪ The direct influence of Organizational Commitment on lecturer performance has a value of 0.372, while the influence on lecturer performance through Job Satisfaction as an intervening variable is 0.022.However, this effect was not significant, indicating that no mediation effect occurred.

Discussion Results and Research Findings (Novelty)
The results of descriptive statistical data analysis show several findings which can be explained as follows: 1.There were no significant differences in the performance assessments of lecturers at the seven STIE, and no significant differences were found based on length of service, position/title, and lecturer education.However, there are significant differences in the assessment of lecturer performance based on age, with the highest performance for lecturers aged 46-55 years and the lowest for lecturers aged under 35 years.
2. There are no significant differences in lecturer job satisfaction at the seven STIE, and there are no significant differences based on length of service and lecturer education.However, there are significant differences in lecturer job satisfaction based on age and lecturer position.Job satisfaction is highest for lecturers aged less than 35 years and lecturers with the position of Professor.On the other hand, Job Satisfaction is lowest for lecturers over 55 years old and lecturers with the position of Expert Assistant.
3. Significant differences were found in lecturers' Achievement Motivation based on age, position, and education.The highest achievement motivation is for lecturers aged 46-55 years, lecturers with the position of Professor, and lecturers with a PhD degree.Meanwhile, the lowest achievement motivation is for lecturers over 55 years old, lecturers with the position of Assistant Expert, and lecturers with a Master's degree.There were no significant differences found in lecturers' Achievement Motivation based on length of service and the STIE where the lecturer served.
In the context of social contract theory, these findings support the concept of mutually beneficial exchange between individuals and organizations.According to social contract theory, individuals bring their hopes, motivations, and goals into organizations with the expectation that the sacrifices and efforts they make will be compensated by some recognition, reward, or satisfaction.
By detailing the indicators of the Reward dimension in this research based on the strength of the relationship ( outer loading ) of the indicators with the Motivation variable (from strongest to weak), as recognized by the academic community, feeling happy when getting a promotion or position, and feeling happy when getting appreciation from leadership creates the perception that individual efforts in achieving achievements will be appreciated and recognized by the organization.This supports the basic principles of social contract theory, where individual success in achieving personal goals is expected to contribute to the achievement of organizational goals.
From the perspective of social contract theory, the results of this research show that the positive and significant influence of Lecturer Competence on Lecturer Performance reflects a mutually beneficial relationship between the individual (lecturer) and the organization (university).Social contract theory emphasizes the exchange of recourse between the parties involved, where individuals bring their competence to contribute to organizational goals, while the organization is expected to provide equal recognition and rewards.their duties.This self-confidence is more likely to encourage lecturers to make maximum contributions, which can ultimately improve their performance.

The Organizational Commitment Variable has a Positive and Significant Influence on the Performance Variable
The findings of this research state that there is a positive and significant influence of Organizational Commitment on Lecturer Performance, in line with the results of previous research conducted by (Hairuddin et al. 2017), (Ahmed et al. 2014), (Khan et al. 2010), as well as (Folorunso, Adewale, and Abodunde 2014).
Within the framework of social contract theory, these findings support the idea that the continuation of mutually beneficial relationships between individuals and organizations plays a key role in achieving optimal performance.Social As a result, further research could explore additional elements that influence these dynamics to provide a more complete understanding in the context of social contract theory.Additionally, contextual differences between research that does and does not support these findings, such as differences in educational systems, organizational culture, and characteristics of faculty populations, should be considered.

The Achievement Motivation Variable has a Negative and Significant Influence on the Job Satisfaction Variable
The findings of this research show that there is a significant negative influence between Achievement Motivation and Job Satisfaction, which is different from the results of research conducted by (Hairuddin et al. 2017), (Ahmed et al. 2010), (Saleem, Azeem, and Asif 2010), and (Shah et al. 2012).
Apart from that, the results of this study are also not in line with the findings (Kartika and Kaihatu 2010) which involved 172 employees at restaurants and food stalls at the Pakuwon Food Festival Surabaya.The results of this research state that motivation has no influence on satisfaction, and training has no impact on employee job satisfaction.
In the perspective of social contract theory, the finding of a significant negative However, these findings are different from the results of research (Hairuddin et al. 2017) on the performance of lecturers from eight polytechnics in Indonesia, which shows that lecturer competency has a positive but not significant effect on lecturer job satisfaction.
If the STIE does not meet these expectations, it could potentially disrupt the mental state of lecturers.However, the insignificance of its impact suggests that  (Amin 2022) and (Hairuddin et al. 2017) .However, the results of research by (Gani et al. 2018) on three private Islamic universities in Makasar show that lecturer job satisfaction also has a positive and significant influence on lecturer organizational commitment.
From the standpoint of social contract theory, the discovery that Organizational Commitment significantly and positively impacts Lecturer Job Satisfaction reinforces the notion of a symbiotic relationship between an individual's commitment to the organization and their perceived level of job satisfaction.This concept adheres to the tenets of social contract theory, which posit an agreement or pact between individuals and organizations, wherein organizational commitment is anticipated to yield rewards in the form of job satisfaction.
This positive influence likely reflects that lecturers who feel emotionally and normatively attached to the organization tend to experience higher job

Suggestion
Academic Advice: 1. Conduct further research on other factors that can influence lecturer performance, such as work stress and leadership policies.
2. Adapt or expand research models for other educational situations or institutions.
Meanwhile, according to (Robbins and Judge 2013) It is suggested that an employee's commitment to the organization represents a work disposition, indicating the individual's sentiments (positive or negative) towards their workplace.If an individual has positive feelings towards the organization, they are inclined to remain OGZ Research and Publishing| 229 number was 175 respondents, referring to an error of 5%, statistical test power of 80%, and a significance level of 5%.The analysis used is PLS-SEM which consists of several test stages, including (Hair et al. 2017) : 1. Line Model Specifications In this phase, the researcher designs a path diagram (path model) that describes the relationship between constructs.This diagram is built with reference to solid theory and logic, aiming to visually represent the hypothesis to be tested.This PLS path model is divided into two parts, namely the Structural Model or known as the inner model in PLS-SEM, and the Measurement Model or outer model.

▪▪▪
Hypothesis 1 (H1): Achievement motivation has a positive and direct influence on performance.▪ Hypothesis 2 (H2): Competence has a positive and direct influence on performance.▪ Hypothesis 3 (H3): Organizational commitment has a positive and direct influence on performance.▪ Hypothesis 4 (H4): Job satisfaction has a positive and direct influence on performance.Hypothesis 5 (H5): Achievement motivation has a positive and direct influence on job satisfaction.▪ Hypothesis 6 (H6): Competency has a positive and direct influence on job satisfaction.Hypothesis 7 (H7): Organizational commitment has a positive and direct influence on job satisfaction.▪ Hypothesis 8 (H8): Achievement motivation has a positive and indirect influence on performance through job satisfaction.▪ Hypothesis 9 (H9): Competency has a positive and indirect influence on performance through job satisfaction.▪ Hypothesis 10 (H10): Organizational commitment has a positive and indirect influence on performance through job satisfaction.

Figure 1 .
Figure 1.Initial process of the PLS-SEM algorithm , this kind of indicator needs to be removed from the measurement model (outer model) of the Achievement Motivation variable.Meanwhile, for other indicators with values between 0.4 and 0.7, it is necessary to check whether removing these indicators can increase the AVE and rho_C values of the variables.If the removal of the indicator increases the AVE and rho_C values, then the indicator will be removed from the measurement model.Results after re-running the PLS-SEM algorithm with a variety of indicators entered into the measurement model.The AVE and rho_C values from the second algorithm show an improvement compared to the initial results, so that several indicators with values <0.7 are retained in the subsequent analysis.These indicators include MP2, MP8, and MP10 from the Achievement Motivation variable; CT5, CT7, and CT8 from the Competency variable; OC3, OC11, and OC13 from the Organizational Commitment variable; WS6 from the Job Satisfaction variable; as well as PF1, PF7, and PF9 from the Performance variable.Meanwhile, the indicators that were removed from further analysis were MP3, MP4, MP6, MP11, MP12, and MP13 from the Achievement Motivation variable; CT1, CT2, CT6, CT11, and CT12 from the Competency variable; OC7, OC10, OC12, and OC14 from the Organizational Commitment variable; WS4 and WS5 from the Job Satisfaction variable; and PF5 and PF6 from the Performance variable.

Figure 3 .
Figure 3. Bootstrapping results Hypothesis 1: Achievement Motivation has a positive effect on lecturer performance.The test results show that lecturers' Achievement Motivation has a positive and significant influence on lecturers' performance with an influence size of 0.262 and a p value of 0.003 < α (0.05).▪ Hypothesis 2: Competence has a positive effect on lecturer performance.The test results show that lecturer competency has a positive and significant effect on lecturer performance with an influence size of 0.200 and a p value of 0.005 < α (0.05).▪ Hypothesis 3: Organizational Commitment has a positive effect on lecturer performance.Testing shows that lecturers' Organizational Commitment has a positive and significant influence on lecturers' performance with an influence size of 0.372 and a p value of 0.001 < α (0.05).▪ Hypothesis 4: Job satisfaction has a positive effect on lecturer performance.The test results show that lecturer job satisfaction has a positive but not significant effect on lecturer performance with an influence size of 0.037 and a p value of 0.354 > α (0.05).▪ Hypothesis 5: Achievement Motivation has a positive effect on lecturer Job Satisfaction.Tests show that lecturers' Achievement Motivation has a negative and significant effect on lecturers' Job Satisfaction with an influence size of -0.161 and a p value of 0.039 < α (0.05).▪ Hypothesis 6: Competence has a positive effect on lecturer job satisfaction.The test results show that lecturer competency has a positive and significant effect on lecturer job satisfaction with an influence size of 0.404 and a p value of 0.000 < α (0.05).▪ Hypothesis 7: Organizational Commitment has a positive effect on lecturer Job Satisfaction.Tests show that lecturers' Organizational Commitment has a positive and significant effect on lecturers' Job Satisfaction with an influence size of 0.608 and a p value of 0.000 < α (0.05).▪ Hypothesis 8: Achievement Motivation has a positive effect on lecturer performance through Job Satisfaction.The test results show that there is no Vol. 2 No. 02, 2024, 222-260 Ogzrespublish.comOGZ Research and Publishing| 244 indirect effect of the lecturer achievement motivation variable on lecturer performance through job satisfaction, because the p value is 0.372 > α (0.05).▪ Hypothesis 9: Competence has a positive effect on lecturer performance through job satisfaction.The test results show that there is no indirect effect of the lecturer competency variable on lecturer performance through job satisfaction, because the p value is 0.358 > α (0.05).▪ Hypothesis 10: Organizational Commitment has a positive effect on lecturer performance through Job Satisfaction.The test results show that there is no indirect effect of the lecturer Organizational Commitment variable on lecturer performance through Job Satisfaction, because the p value is 0.357 > α (0.05).

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No. 02, 2024, 222-260 Ogzrespublish.comOGZ Research and Publishing| 249 In detailing the Professional dimension indicators from this research, they are sorted based on the strength of the relationship (outer loading) of the indicators with the Competency variable (from strongest to weakest), such as the ability to apply new knowledge to teaching and good communication skills with students and colleagues.work, reflects the lecturers' sense of competence in carrying out contract theory emphasizes that individuals who feel emotionally and normatively attached to an organization tend to perform well because they have strong expectations and commitment to organizational goals.By detailing the Affective dimension indicators in this research which are ordered based on the strength of the relationship (outer loading) of the indicators with the Organizational Commitment variable (from strongest to weakest), such as feeling emotionally attached to the organization, considering organizational problems as personal problems, feels like "part of the family" in the Organization, spends the rest of his career within the Organization, enjoys talking about the organization with people outside the Organization, and considers this Organization to have a lot of personal meaning, then organizational commitment is considered a form of investment on the part of the lecturer.In response, organizations are expected to provide recognition, support, or supportive career development policies.possessing high levels of Competence and Organizational Commitment may not necessarily rely on attaining Job Satisfaction to exhibit peak performance.
influence between Achievement Motivation and Job Satisfaction raises interesting questions about the dynamics of the relationship between motivation and job satisfaction in the context of social contracts in organizations.Social contract theory asserts that the relationship between an individual and an organization involves exchanged expectations, responsibilities, and rewards.In this context, these negative findings may reflect a misalignment between individual expectations regarding achievement motivation and the reality of experiences in the work environment.It can be assumed that individuals' Vol. 2 No. 02, 2024, 222-260 Ogzrespublish.comOGZ Research and Publishing| 252 expectations of recognition or reward for their achievements are not fully met, which may affect job satisfaction.However, because social contract theory also emphasizes the importance of clear and fair communication between individuals and organizations, further analysis can be conducted to explore how communication and implementation of social contracts in organizations influences individual perceptions and motivations.In the context of social contract theory, this research can stimulate further reflection on how organizations deliver rewards for achievement motivation, whether individual expectations are met, and how social contract dynamics can be optimized to increase job satisfaction.6.The Competency Variable has a Positive and Significant Influence on the Job Satisfaction Variable The findings of this research indicate that there is a positive and significant relationship between Lecturer Competence and Lecturer Job Satisfaction, in line with research conducted by (Berlian 2018), (Barasa, Gunawan, and Sumali 2018) (Renyut et al. 2017), (Adam and Kamase 2019), and (Mukhtar et al. 2018).

3.
Designing intervention or training programs to increase lecturers' organizational commitment.4. Implement recognition and reward programs to increase lecturer job satisfaction and organizational commitment. 5. Carrying out further research to increase lecturers' achievement motivation and designing training programs or incentives that support this motivation.

Table 6 . Cross Loading of Latent Variable Indicators
Based on Table6, it can be observed that the construct value in row MP1 with column MP (0.795) is higher than the construct value in row MP1 with column CT (0.515), column OC (0.540), column WS (0.431), and column PF (0.542 ), thus meeting the requirements.Likewise, examination of rows MP2 to PF10 and columns MP to PF against the target construct, compared with other constructs, also meets the requirements.

Table 9 . Path coefficients and R 2 model
Based on the data presented in Table9, the R2 value for the employee performance variable stands at 0.542, suggesting that 54.2% of the variance in performance can be accounted for by Achievement Motivation, Competence, Organizational Commitment, and Job Satisfaction.The remaining variance is attributed to unexplored factors in this study.Similarly, the R2 value for the job satisfaction variable is 0.588, indicating that approximately 58.8% of the variability in job satisfaction can be explained by Achievement Motivation, Competence, and Organizational Commitment.The residual variance is influenced by other factors not addressed in the research.▪ Q 2 Analysis Structural model testing involves evaluating Q 2 values to assess the relevance of predictions.If the Q 2 value > 0, it indicates the relevance of the prediction Ogzrespublish.comOGZ Research and Publishing| 240

Table 10 . Results of measurement & testing of the influence between variables No.
a rejected.No influence Source: PLS Output, 2023 Ogzrespublish.comOGZ Research and Publishing| 243

Table 11 . Direct, Indirect and Total Influence Values
(Gani et al. 2018 results from(Gani et al. 2018) found a positive and significant influence of Lecturer Job Satisfaction on Lecturer Organizational Commitment, indicating that there is a reciprocal influence relationship between these two variables.This difference may be influenced by the context or special characteristics of the sample or work environment that is the object of research, and shows the complexity of the influence relationship between organizational commitment and job satisfaction in an academic context.8.Achievement Motivation Variables Have a Negative, But Not Significant, Influence on Lecturer Performance Variables Mediated by Job Satisfaction The findings from this research state that there is no indirect influence from lecturers' Achievement Motivation on Lecturers' Performance through Job Satisfaction.Within the framework of social contract theory, lecturers' Achievement Motivation may influence lecturers' expectations regarding personal achievement and professional development.However, if these expectations are not met or the anticipated exchange does not proceed as it should, it can have a negative impact on the lecturer's performance, even if the impact is not significant.9.The Competency Variable has a Positive, but not Significant, Influence on the Lecturer Performance Variable Mediated by Job SatisfactionThe findings from this research indicate that there is no indirect influence from Lecturer Competence on Lecturer Performance through Job Satisfaction.Within the framework of social contract theory, lecturer competency can be thought of as the anticipated contribution or expectations placed by the organization on lecturers.Although competence may increase levels of job satisfaction, the lack of a significant mediating effect reflects the complex dynamics of expectations and the mediating role that is not fully reflected in lecturers' Job Satisfaction.10.The Organizational Commitment Variable has a Positive, but not Significant, Influence on the Lecturer Performance Variable Mediated by Job Satisfaction Ogzrespublish.comOGZ Research and Publishing| 255 The findings from this research state that there is no indirect influence from Lecturer Organizational Commitment on Lecturer Performance through Job Satisfaction.Based on social contract theory, if lecturers' organizational commitment is interpreted as a form of responsibility towards the organization, there may be a situation where organizational commitment directly influences performance without involving the level of job satisfaction.Lecturers who feel they have a responsibility to the organization can demonstrate a high level of performance without relying entirely on the level of job satisfaction.The general conclusion of this research states that the STIE Lecturer Performance Model in LLDIKTI III East Jakarta Region can be explained by the following factors (from strongest to weakest influence): Organizational Commitment, Achievement Motivation, and Lecturer Competence.Apart from that, Job Satisfaction has no influence on Lecturer Performance, and Job Satisfaction also does not function as a mediator in the relationship between Achievement Motivation, Competence, and Organizational Commitment and Lecturer Performance.Conversely, Job Satisfaction can be explained by Organizational Commitment and Lecturer Competence.