An Integrative Model for Developing Adaptive Performance of Study Program Coordinators in Vocational Higher Education
DOI:
https://doi.org/10.57125/FS.2025.12.20.06Keywords:
Supervisory Support, Job Autonomy, Organisational Citizenship Behavior, Innovative Work Behavior, Adaptive Performance, Vocational Higher Education.Abstract
This study pioneers an integrative theoretical model combining Social Exchange Theory (SET) and Self-Determination Theory (SDT) to explain adaptive performance in vocational education leadership, a previously unexplored domain. This study aims to develop an integrative model to enhance the adaptive performance of study program coordinators at vocational higher education institutions in East Java, Indonesia. The increasing complexity of vocational education requires adaptive leadership, as coordinators must respond effectively to dynamic institutional and environmental demands. A quantitative research design employing Partial Least Squares–Structural Equation Modelling (PLS-SEM) was used to examine the direct and indirect relationships among supervisory support, job autonomy, organisational citizenship behaviour (OCB), innovative work behaviour (IWB), and adaptive performance. Data were collected from 123 study program coordinators through structured questionnaires across various vocational institutions. The results indicate that supervisory support strongly enhanced OCB (β = 0.842, p < 0.001) but hurt adaptive performance (β = –0.203, p < 0.05). In contrast, job autonomy has a strong positive effect on both IWB (β = 0.837, p < 0.001) and adaptive performance (β = 0.613, p < 0.001) but does not significantly influence OCB. Furthermore, OCB positively contributes to adaptive performance (β = 0.426, p < 0.001), whereas IWB shows no significant direct impact. The model explains 44.6% of the variance in adaptive performance (R² = 0.446), indicating moderate explanatory power. Theoretically, this research extends SET by demonstrating that supervisory support enhances discretionary behaviour (OCB), while SDT explains how excessive supervision reduces autonomy and thus weakens adaptive performance. These findings highlight the complex interplay between contextual and psychological factors in influencing adaptive performance. From a practical perspective, institutions are encouraged to design leadership policies that strike a balance between supervisory guidance and autonomy, thereby preventing dependency and fostering adaptability. Encouraging OCB can strengthen team cohesion and adaptive capacity, while converting innovative behaviour into adaptive outcomes requires institutional learning support and open communication climates. Overall, this research makes clear theoretical contributions and provides specific, actionable recommendations for developing adaptive leadership in the vocational education sector.
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