Transformational leadership and lecturer performance in Indonesian higher education: the mediating role of work motivation

Purpose This study examines whether work motivation mediates the relationship between transformational leadership and lecturer performance in Indonesian higher education, focusing on a private Islamic university context. Design/methodology/approach A quantitative ex post facto survey was conducted with 289 lecturers selected proportionally from a population of 754. Expert-validated questionnaires measured transformational leadership, work motivation and lecturer performance. Data were analysed using descriptive statistics and structural equation modelling. Findings Transformational leadership, work motivation and lecturer performance were rated high. The final SEM model showed good fit (RMSEA = 0.029; GFI = 0.958; TLI = 0.991; CFI = 0.988). Transformational leadership significantly predicted work motivation, and work motivation significantly predicted lecturer performance. The direct influence of transformational leadership on lecturer performance was positive but insignificant, whereas the indirect influence through work motivation was significant. Research limitations/implications This study is subject to several limitations. The cross-sectional design restricts causal interpretation among transformational leadership, work motivation, and lecturer performance. In addition, data were obtained from a single private Islamic university in Indonesia, limiting external validity across different institutional and cultural contexts. The reliance on self-reported measures may also introduce common method variance. Despite these limitations, the study provides important implications for educational management by demonstrating that transformational leadership improves lecturer performance primarily through motivational mechanisms. Future research should employ longitudinal, multi-institutional, and mixed-method designs to strengthen generalisability and causal inference in higher education settings. Practical implications University leaders should move beyond administrative control and build motivation-centred leadership systems through vision communication, individualized support, recognition, academic autonomy and professional development. Social implications This study highlights the broader social relevance of transformational leadership in strengthening human capital development in higher education institutions. By demonstrating that work motivation is the key mechanism linking leadership and lecturer performance, the findings underscore the importance of creating supportive and empowering academic environments. Enhanced lecturer motivation contributes not only to individual performance but also to improved educational quality, student learning experiences, and institutional reputation. In Islamic higher education contexts, these results also reinforce the role of value-based leadership in fostering professional commitment, ethical engagement, and socially responsible academic practices within society. Originality/value The study advances educational management literature by showing that transformational leadership in private Islamic higher education improves lecturer performance primarily through a motivational mechanism rather than a direct pathway.