Enhancing academic's performance: Exploring the interaction of innovative work behavior, intrinsic motivation, and self-efficacy in public universities

Abstract

This study investigates the factors influencing the performance of academics in public universities in Bangladesh, focusing on the relationships between innovative work behavior, intrinsic motivation, and self-efficacy. Grounded in the Theory of Planned Behavior (TPB), the research also examines whether self-efficacy mediates the effects of innovative work behavior and intrinsic motivation on academic performance. Adopting a quantitative research design, data were collected from 410 academics through a simple random sampling technique using a structured survey questionnaire. The data were analyzed with SPSS for demographic, and Smart PLS was employed for measurement and structural model evaluation. The findings confirm that both innovative work behavior and intrinsic motivation play a significant role in enhancing academic performance, particularly within the context of a developing country. These insights are valuable for higher education institutions and policymakers, highlighting the importance of fostering innovation and motivation among educators to improve teaching standards. Furthermore, the study outlines theoretical and practical implications, acknowledges limitations, and suggests avenues for future research.

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