Determinants of Lecturer Performance to Enhance Accreditation in Higher Education

The current phenomenon is there are still many institutions that do not have institutional accreditation. Therefore, this study aims to be a solution in maximizing higher education achievement according to the standards set by BAN-PT. Lecturers as the spearhead of the teaching and learning process movement are expected to perform well. This research was conducted with the final aim to determine the factors that affect the performance of college lecturers with accreditation “B” in LLDIKTI Region IV Banten Province. This research approach is descriptive and precise. The method used is observation and distribution of online questionnaires. Based on the characteristics of the program to be studied, the analysis of the factors that influence the process uses the SEM (Structural Equation Modeling) method using the Lisrel (Linear Structural Relationship) version 8.80 program. Based on research results, leadership, competence, and organizational climate partially and simultaneously have a positive and significant effect on work motivation with a contribution of 51%. Leadership is the most dominant variable affecting work motivation. Meanwhile, leadership, competence, organizational climate, and work motivation either partially or simultaneously have a positive and significant effect on lecturer performance with a contribution of 75%. Organizational climate is partly the most dominant variable affecting lecturer performance. The novelty of this research to improve the performance of lecturers in private tertiary institutions accredited “B” in the IV environment of Banten Province, it is necessary to improve the organizational climate which is reflected in the dimension of responsibility while improving the work motivation performance it is necessary to increase the leadership.