dc.description.abstract | Today, job design has great practical significance for organizations. It is a technique that humanizes work, improves job satisfaction, achievement, and quality, and helps solve employee problems. Organizations tend to adjust their strategies to maximize their best interests. They change, expand, and blend their strategies to gain a competitive advantage. Human resource management scholars view job design as an important organizational strategy.
Universities are the center of higher learning, and professors play an important role in ensuring high quality education. Quality of education is now an issue of global concern. Attention is increasingly focused on educational outcomes. Policy makers have undertaken a wide range of reforms to improve schools, ranging from setting new standards and tests to redesigning schools, new curricula, and new instructional strategies. Teachers are pressured to maintain skills and knowledge to achieve ambitious educational goals. Accordingly, scholars investigate job design related to teaching jobs in higher education. They classify teachers’ job characteristics into four groups: pedagogical, managerial, technical, and subject-designing. Success of job design for higher education is expected to affect positive outcomes, such as work motivation, individual and institutional performance, work satisfaction, and commitment; these in turn produce high quality students. But there is inconsistency regarding the effect of job design on higher education.
This study aims to investigate teachers’ job characteristics that influence performance in higher education. Individual and interpersonal characteristics affect the relationships between job characteristics and performance. This study makes a case for the collectivistic context. In most of the evaluations, Western higher education ranks higher than that in eastern society. In the individual context, people prefer to act as individuals rather than as a group and believe in individual rights above all else. Those in the collectivistic context expect others in the group to look after and protect each other. Therefore, given the collectivistic context of Indonesia, the purpose of this study is to investigate the effects of job design on teachers’ performance.
It is found that teachers’ job characteristics are found positively related to their performance. It is also found that P-J fit is not significant as a moderator in the relationship between job characteristics and teacher performance. In addition, servant leadership is significant in moderating the relationship between teachers’ job characteristics and their performance. Managerial implications and recommendations for future research are thus discussed. | zh_TW |