The Effect of Motivation, Emotional and Spiritual Intelligence on Lecturer Performance

: Lecturers are individuals employed by the higher educational institutions to educate students based on their competency. The roles of lecturers are not limited to the education of students only but also include the activities related to the research and the service community. These three aspects are considered to be measures of lecturers' performance. Consequently, the institutions must focus on the factors behind the performance of their lecturers to increase performance. By denoting the evidence of the previous study, the three determinants of performance are identified, namely, motivation, emotional and spiritual intelligence. Therefore, this study attempts to examine and analyze these determinants in the context of private university lecturers becoming active members of the Indonesia Management Forum. To collect the data, we utilize a simple random sampling and survey method. Also, we use a variance-based structural equation as the model to analyze the attained data. Overall, this study concludes that there is a positive effect of emotional intelligence on the performance of lecturers. On the other hand, the effect of motivation and spiritual intelligence is not confirmed.


Introduction
Human resources are considered to be the main organizational assets (Gabčanová, 2011). Therefore, maintaining their commitment is mandatory for achieving excellent performance (Rishipal and Manish, 2013) and ensuring organizational success (Vosloban, 2012). Similarly, such situations can be applied to lecturers in higher educational institutions. The lecturers and their achievement will determine the quality of these institutions, (Zahraini, 2014). In Indonesia, lecturers' performance is measured by the three components, i.e., education and teaching; research, and community service (Muttaqiyathun, 2010;Pramudyo, 2010;Taruno, Thoyib, Zain, and Rahayu, 2012), and the Board of National Accreditation for Higher Education is authorized to perform the valuation for outcomes based on these three aspects.
To ensure their lecturers achieve excellent performance, the higher education institutions have to identify antecedents leading to superior performance. These include motivation (Muttaqiyathun, 2010;Pramudyo, 2010;Nur'aeni, 2011;Trisnaningsih, 2011;Taruno, Thoyib, Zain, and Rahayu, 2012;Faitullah, 2014;Anwar, 2017;Rina and Kusuma, 2017;Narasuci, Setiawan, and Noermijati, 2018), emotional (Muttaqiyathun, 2010;Faitullah, 2014), and spiritual intelligence (Muttaqiyathun, 2010;Anwar, 2017). Unlike the studies involving lecturers, some research finds that intrinsic motivation has no impact on employee performance in state-owned firms (Muogbo, 2013). Others suggest emotional intelligence decreases the enactment of the officers in educational and cultural departments (Bestyasamala, 2018), while it has previously been established that spiritual intelligence does not affect the performance of nurses (Haryono, Rosadi, and MdSaad, 2018). Based on two conflicting results, this study intends to test and analyze the effect of motivation and emotional and spiritual intelligence on the performance of lecturers.

Rosemarie S. Njotoprajitno, Nur, Rully Arlan Tjahjadi, Bram Hadianto, Andre Sunjaya
The Effect of Motivation, Emotional and Spiritual Intelligence on Lecturer Performance 43 H1: Motivation has a positive effect on lecturer performance. Emotional intelligence is comprised of emotional and social capabilities in all aspects of individual life (Tridhonanto and Agency, 2010). Someone who possesses and utilizes it on a daily basis will easily attain top performance (Agustian, 2007). According to Muttaqiyathun (2010) andFaitullah (2014), emotional intelligence positively influences lecturers' performance. Anwar's (2017) and Makkasau's (2018) results confirm this conclusion. Therefore, the second hypothesis is declared as follows.
H2: Emotional intelligence will have a positive effect on lecturer performance. Spiritual intelligence concentrates on the personality and is often associated with wisdom (Zohar and Marshall, 2007). This intelligence leads to revealing the truth, which then benefits the soul. People possessing this intelligence will achieve better performance and improve the quality of their life (Imawan, 2004). This type of intelligence contributes to performance in the face of substantial working strains because it brings about joyfulness and rationality (Noermijati, 2013). Muttaqiyathun (2010) and Makkasau (2018) support this explanation by affirming that the effect of spiritual intelligence on performance is positive. Therefore, the third hypothesis is declared as follows.
H3: Spiritual intelligence will have a positive effect on lecturer performance.

Population and Samples
The private university lecturers who have become active members of Indonesia's Management Forum before 2019 are study population. According to the information from the forum secretariat, the number of members is around 500. To get the total samples (n) that represent the total population (N), we used the Slovin formula cited in Suliyanto (2009)

Data Collection Method
This research uses the primary data of respondents of the online survey carried out from March to April 2019. Unfortunately, not all respondents provided a full response. Only 100 lecturers filled the questionnaire completely. Therefore, the response rate is 100/222 x 100% = 45.05%. This rate is higher than 20%, which is the required response set by Sugiyanto et al. (2018). It means this level is still acceptable.

Determining Research Variables
The first variable is motivation, which has been measured with a scale adopted from Perwita et al. (2016) consisting of five items of intrinsic motivation (M1-M5) and extrinsic motivation (M6-M10) (see Table 1). The second variable is emotional intelligence, where its measurements are denoting the study of Tjun, Setiawan, and Setiana (2017) consisting of five dimensions, namely, self-awareness (SA), self-control (SC), motivation (MOT), empathy (E), and social skills (SCL). Moreover, each indicator of these dimensions is in Table 2.  (2009) The third variable is spiritual intelligence, with indicators adopted from King (2008) as well as Anwar and Osman-Gani (2015). It covers 24 question items distributed into four dimensions: critical existential thinking (7 items), personal meaning production (5 items), transcendental awareness (7 items), conscious state expansion (5 items). Source: Adopted from Anwar and Osman-Gani (2015) The fourth variable is the lecturer's performance. We define it as the success of the lecturer to perform the activities related to research, community service, and teaching. Furthermore, three aspects become the dimension of the performance. The indicators used in this study for each dimension refer to the relevant content of the accreditation instrument version 4 for the study program. For the research performance dimension, the indicators are as follows. 1. I can publish my research results in reputable international and national journals (RP1) 2.
I can publish my research results in the proceeding of international and national conferences or seminars (RP2). 3.
I can publish my research results in international and national media that can be accessed by the public (RP3). 4.
I can get external funds from abroad or domestic to finance the research (RP4). 5.
I can obtain an intellectual property right based on the results of my research (RP5). 6.
I can produce books with ISBN based on the results of my research (RP6). For the community service performance dimension, the indicators are as follows. 1.
I can publish the activity related to the service for the community in the related journals and proceedings (CSP1) 2.
I can obtain an intellectual property right based on the activities of the service for the community (CSP2). 3.
I can obtain an intellectual property right based on the activities of the service for the community (CSP3). 4.
I can produce books with ISBN based on the results of the service community (CSP4). For the teaching performance dimension, the indicators are as follows. 1.
I can mix the results of my research into the learning materials for the students (TP1). 2.
I can mix the results of my service community into the learning materials for the students (TP2).

Validity and Reliability Test
Although the instruments are already designed based on existing literature, testing the data validity and reliability is still vital. The validity and reliability test intends to prove the accuracy and consistency of respondents' answers, respectively.
 This research uses confirmatory factor analysis (CFA) as the validity test, by comparing the loading factor value of each indicator with the 0.5. If its value exceeds 0.5, the answer of respondents is valid. If it has a value below 0.5, it should be removed (Sholihin & Ratmono, 2013).  This research utilizes the Cronbach Alpha (CA) analysis as the reliability test after all respondents' answers of indicators are valid. This analysis is conducted by comparing the CA value with 0.7. A collection of convincing indicators is reliable if the CA is higher than 0.7 (Ghozali, 2016).

Data Analysis Method
Examining the effect of motivation (M), emotional intelligence (EI), and spiritual intelligence (SI) on lecturer performance (LP) requires for a method variance-based structural equation model to analyze data. This is because these variables are not directly observed, and the number of respondents is between 30 and 100 (Ghozali, 2014). Additionally, this model is exhibited in equation two. LP = β0 + γ1.M + γ2.EI + γ3. SI + ζ (2)

The Statistics of the Demographic Characteristics
The statistic used is the frequency to capture the total lecturers categorized by gender, functional position, the study field, working duration, work status, academic degree. Table 4 presents the number of lecturers by gender. Of the 100, 66 females (66%) and 34 males (34%) participate in this survey.  Table 5 exhibits the number of lecturers joining this survey, categorized by their functional position. The number of the expert assistants is 25 (25%), the senior lecturer is 45%, the associate professors are 27 (27%), and there are 3 professors (3%).  Table 6 illustrates the number of lecturers categorized by the field of their study. This table informs that the number of lecturers from the management field is 88, from the accounting field is 2, from the business administration field and industrial engineering field is 2. There is one lecturer from Islamic economics and finance field, the economics of development field, and information system field, respectively.  Table 7 displays the number of lecturers by their tenure. This table shows that the number of lecturers having a tenure less than 10 years is 19, between 10 and 20 is 44, between 21 and 30 is 30, over 30 is 7.  Table 8 shows the number of lecturers categorized by their status. This table shows that the number of lecturers without and with the additional managerial assignment is 53 and 47, respectively.  Table 9 displays the number of lecturers categorized by academic degrees of master of 54 and doctor of 46, respectively.

The Output of Validity and Reliability Test and Interpretation
This study uses confirmatory factor analysis (CFA) to test the data validity. For motivation, the first result is illustrated in Table 10A. As seen in this table, M6 is the invalid indicator because the loading factor value is 0.298, lower than 0.5. Hence, removing M6 is essential.  After removing M6, CFA was conducted again, and the result is in Table 10B. As seen in this table, all the indicators are valid because all the loading factors are above 0.5.  Table 11A). For motivation as the second dimension of motivation, MOT1 and MOT6 are invalid because their loading factors are 0.319 and 0.064, respectively, lower than 0.5 (see Panel B of Table 11A). For empathy and social skill as the third and fourth dimensions, all the indicators are valid because these loading factor values are higher than 0.5 (see Panel C and D of Table 11A).  Table 11B. As illustrated by this table, all the indicators of each dimension of emotional intelligence are valid since these loading factor values are higher than 0.5. Once the indicators are valid, determining the validity status of each dimension, reflecting emotional intelligence is required. The result is listed in Table 11C. Dimensions are valid because their loading factor is higher than 0.5.  Table 12A shows the loading factor values of the indicators of the dimensions of spiritual intelligence. Because these values are higher than 0.5, the validity test on these indicators is achieved.  Table 12B. In this table, the loading factor value exceeds 0.5. Therefore, the five dimensions reflecting spiritual intelligence are valid.  Table 13A shows the loading factor values of the dimensions of lecturer performance. Since these values are higher than 0.5, the validity test on these dimensions gets achieved.   Table 13B. Because these values are higher than 0.5, the validity test on these dimensions gets achieved. This study uses the Cronbach Alpha (CA) analysis to determine the reliability of the valid indicators for motivation and dimension of emotional and spiritual intelligence, as well as lecturer performance. The result is in Table 14. Because all coefficients of CA are higher than 0.7, the reliability test stand reached.

The Estimation Result of Structural Equation Model
After testing the validity and reliability of the data, estimating the variance-based structural equation model (SEM) is the subsequent step, and the result is in Table 15.

The Test Result of the Hypotheses
The first research hypothesis states that motivation has a positive effect on lecturer performance; it becomes the first alternative hypothesis. Moreover, we test the null hypothesis by comparing the probability value of t-statistic for motivation with a significance level (α) of 5%. In Table 15, this value is 0.160. Since this value is higher than α, the null hypothesis stating motivation does not affect the lecturer's performance is accepted.
The second research hypothesis states that emotional intelligence has a positive effect on lecturer performance; it becomes the second alternative hypothesis. Moreover, we tested the null hypothesis by comparing the probability value of t-statistic for emotional intelligence with a significance level (α) of 5%. In Table 15, this value is 0.006. Since this value is lower than α, the null hypothesis is rejected. Instead, the alternative hypothesis is accepted.
The third research hypothesis states that spiritual intelligence has a positive effect on lecturer performance. Moreover, we test the null hypothesis by comparing the probability value of t-statistic for spiritual intelligence with a significance level (α) of 5%. In Table 15, the probability value is 0.122. Since this value is higher than α, the null hypothesis, declaring spiritual intelligence does not affect the lecturer's performance, is recognized.

Discussion
In this research, motivation does not have a positive effect on lecturer performance. Even when lecturers are well encouraged, this does not impact their performance. According to Robescu and Iancu (2016), this is due to the difficulty of tasks have to accomplish. In the context of this study, the responsibilities of lecturers encompass publishing their articles in a reputable international journal and resulting in useful outcomes based on their research. Moreover, this research displays that emotional intelligence has a positive effect on the lecturers' performance. This intelligence enables lecturers to collaborate when they teach a team of students and design the contents of subjects for improving the curriculum, execute the research and service community activity and publish their results in the related average journal to get the various forms of intellectual property rights. Therefore, this research confirms the study of Muttaqiyathun (2010), Faitullah (2014), Anwar (2017), and Makkasau (2018).
Furthermore, this research shows that spiritual intelligence does not affect lecturer performance. This means that spiritual intelligence cannot contribute to working performance. Therefore, this research affirms the study result of Haryono et al. (2018).

Conclusion
The goal of this research is to examine and analyze the impact of motivation, emotional, and spiritual intelligence on lecturer performance by SEM based on variance. Based on the executed analysis, this study implies two things.
1. Motivation and spiritual intelligence do not affect lecturer performance. 2. Emotional intelligence has a positive effect on lecturer performance.
Evidence has both practical and theoretical suggestions.
 As a practical implication, achieving an excellent performance requires the training of emotional intelligence.
Therefore, higher education institutions can facilitate this training for their lecturers to increase the ability to control their emotions and to cooperate in the teamwork.  As a theoretical implication, the next researchers can do two things. Firstly, employing the other determinants of lecturer performance like intellectual intelligence, compensation, work environment, leadership, organizational citizenship behaviour, and stress. Secondly, treating spiritual intelligence as a moderating variable of the causal relationship between stress and performance.