Lecturer Leadership as a Predictor of Student Engagement, Motivation, and Learning Performance: Evidence from Jambi University

• Ragil Prastian

  Jambi University

  Author

• Adryan Maulana

  Author

• Dea Prastia

  Author

• Marcella Novia Putri

  Author

• Weli Agustin

  Author

At Jambi University, Indonesia, lecturer leadership affects student engagement, motivation, and learning results. Effective lecturer leadership is widely acknowledged as crucial to student engagement and academic achievement in higher education. By combining lectures, mentoring, and exemplary behavior, lecturers can boost students' motivation and performance. The main goal was to objectively study these links to fill a void in Indonesian university research. SEM-PLS was used to analyze data in a quantitative research approach. G*Power program recommended 262 participants for statistical power of 0.95, assuming a medium effect size and alpha level of 0.05. Jambi University selected 262 undergraduates from several faculties using stratified random sampling. Lecturer leadership (visionary, supportive, and transformational styles), student interest (curiosity and involvement in subjects), motivation (intrinsic and extrinsic factors), and learning outcomes (self-reported grades and mastery indicators) were measured using a validated online questionnaire. Scales were adapted, with Cronbach's alpha (>0.70) and confirmatory factor analysis confirming reliability and validity. The SEM-PLS analysis showed that lecturer leadership positively impacts student engagement, motivation, and learning outcomes, accounting for 32-48% of variance (β = 0.42, p < 0.001). Prior research have shown that transformative leadership in education increases student agency and persistence.  The study concludes that lecturers are diverse leaders who inspire and exemplify greatness. Leadership training should be prioritized in university professional development programs to increase student engagement and achievement. It highlights context-specific dynamics in developing nations to improve higher education leadership models. To confirm these findings, further study could examine mediating variables like classroom environment or longitudinal impacts

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