The Changing Paradigm In Leadership For Self Efficacy And Lecturer Performance
Main Article Content
Purpose of this research to analyze the shifting leadership paradigm in higher education and its impact on self-efficacy and performance. Use method an explanatory survey of 300 randomly selected private university lecturers with criteria as a foundation permanent lecturer, who has a minimum working life of 1 year. Data collection using questionnaires and processed using SEM Covariants analysis. The results show that leaders in higher education as role models and an important part of observational learning. Growth of confidence in lecturers as a cognitive process derived from attributes inherent in the leader. Important leadership attributes make lecturers have higher self-efficacy that is able to listen, empathize, encourage healing and show awareness about power and the meaning of equality in leadership. High efficacy has an impact on changes in lecturer behavior in carrying out their roles in higher education. The conclusion is servant leadership influences performance through self-efficacy. Theoretical implications are the development of the concept of servant leadership as a source of learning for subordinates in higher education to increase self-efficacy in order to face the the three pillars of higher education challenges: education, research, and community services. Practical implications are encouraging a paradigm shift in leadership and expanding social interactions that lead to learning for self-efficacy.