Perceived Organizational Support, Personality, and Lecturer Performance: The Mediating Roles of Organizational Commitment and Digital Literacy

Abstract

This study aims to examine the impact of perceived organizational support (POS) and personality traits on the performance of certified lecturers, specifically evaluating the mediating roles of organizational commitment and digital literacy within private universities in West Sumatra. Utilizing an explanatory quantitative approach, data were collected from 337 lecturers via proportionate cluster random sampling and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results reveal that while POS and personality significantly enhance both organizational commitment and digital literacy, neither factor directly affects overall lecturer performance. Instead, commitment and digital literacy directly drive performance and fully mediate the relationship between the initial predictors and final academic outcomes. Practically, these findings imply that higher education institutions cannot rely solely on providing structural support or recruiting based on disposition; to successfully translate organizational support into tangible academic performance, management must actively foster institutional commitment and continuously cultivate digital competencies among their faculty.