Training and Self-Efficacy in Lecturers’ Academic Career Development

Abstract

The academic career progression of permanent lecturers is fundamental to ensuring the quality of higher education. However, a considerable disparity persists between promotion-eligible lecturers and those who submit proposals. This study investigates the impact of training, job motivation, and self-efficacy on the academic career development of permanent lecturers at a private university in Indonesia that experienced institutional relocation. A quantitative descriptive-causal design, incorporating a cross-sectional survey, was employed in the study. A total of 112 permanent lecturers were selected for participation via simple random sampling from a population of 145. The data analysis employed Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS 4. The findings indicated that training (β = 0.345; t = 3.851; p < 0.001) and self-efficacy (β = 0.338; t = 4.346; p < 0.001) had a positive and significant impact on career development, while work motivation was non-significant (β = 0.097; t = 1.121; p > 0.05). Collectively, these three variables accounted for 37.1% of the observed variance in career development (R² = 0.371). These findings suggest that targeted training and enhanced self-efficacy are key factors in accelerating academic careers. Institutions should therefore explicitly link training to career pathways and strengthen psychological and collegial support mechanisms.