Job Performance and the Influencing factors Among University Lecturers in Inner Mongolia, China

Job performance has received extensive scholarly research attention in organizational studies, but empirical studies on university lecturers are still limited in less-developed regions of China. This paper examines the relationship between intrinsic motivation, perceived organizational support, psychological empowerment, and lecturers’ job performance in Inner Mongolia universities, China. A quantitative research method was used, and data collection was carried out using a questionnaire. A PLS-SEM approach, implemented in SmartPLS 4, was employed to examine the dataset and test hypotheses. The findings show that intrinsic motivation, perceived organizational support, and psychological empowerment are positively and significantly related to lecturers’ job performance. The results provide empirical evidence on several important individual and organizational determinants of job performance in higher education institutions in less-developed regions of China and offer practical implications for higher education management and policy development.