THE MODERATION EFFECT OF JOB SATISFACTION ON THE INFLUENCE OF ORGANIZATIONAL COMMITMENT AND COMPETENCY ON LECTURER PERFORMANCE IN ASAHAN DISTRICT

The quality of education is significantly impacted when a professor needs to do better in carrying out his obligations. Reviewing whether organizational commitment and competence affect lecturer performance is therefore crucial. This study was carried out in the Asahan Regency at multiple universities. There were 230 participants in the study's sample. The study's findings demonstrate that organizational commitment significantly and favorably affects the performance of lecturers in higher education in the Asahan Regency. Their dedication and competence positively and significantly impact the performance of lecturers in higher education at Asahan Regency. Organizational commitment has a favorable and significant moderating effect on lecturer performance regarding job satisfaction. The influence of competency on lecturers is positively and strongly moderated by job satisfaction.


INTRODUCTION
The existence of universities can improve the quality of human resources.With the increasing competition between state universities (PTN) and private universities (PTS), each institution hopes to increase its excellence and become more competitive.Human resources greatly influence the success of higher education.To fulfill community service, research, and teaching the three pillars of higher education, educational institutions must have the ability to implement policies for their lecturers.Teacher competency, work commitment, job satisfaction, and performance are some factors that illustrate this.Asahan University has an average of 89% lecturers at the master's level.Of the 11 study programs, four, namely Management, Mathematics, Legal Studies, and Aquatic Culture, do not have a doctorate.There should be more lecturers with doctoral or third-degree degrees above 30%.
University leaders must ensure that the learning and teaching process runs well.A 2019 study by Sarnoto and Romli found that leadership influences the quality of education in education management study programs.This shows that institutional leaders are critical to ensuring the quality of education, especially in high schools.Besides competency and leadership, lecturer commitment factors are crucial to increase lecturer performance.Higher education institutions must improve their lecturer performance, and for this to happen, lecturers' job satisfaction must Jurnal Manajemen Dayasaing Volume 26 No.1 Juni 2024 Website : https://journals2.ums.ac.id/index.php/dayasaing/indexe-ISSN : 2541-254X be high.Since job satisfaction is fundamentally personal, each person's level of satisfaction will vary depending on their value system.As a result, the more aspects of a job a person desires, the higher their level of satisfaction.
According to the data, 6% of UNA lecturers are associate professors, 68% have lekor (dominant lekor 200), 20% are expert assistants, and 6% do not have a functional position.This shows that there needs to be a firm commitment from lecturers to pursue functional positions.
Functional positions are also beneficial for universities because they can improve campus accreditation.Commitment is the capacity and readiness to modify behavior to meet an organization's demands, objectives, and priorities.This includes how to set goals or meet organizational needs, where organizational goals are more important than personal interests (Soekidjan, 2009;Purba et al., 2019).Since job satisfaction is fundamentally personal, each person's level of satisfaction will vary depending on their value system.As a result, the more aspects of a job a person desires, the higher their level of satisfaction.
Because each person's level of job happiness varies depending on their values, job satisfaction is a personal matter.In the management process of an organization, job satisfaction is paramount because it will increase work morale, which will increase productivity.High job satisfaction will encourage the achievement of organizational goals (Roe and Byars, 2014).
Therefore, job satisfaction is essential for lecturers to make the best of their time.People will feel satisfied with their work when they are happy with what they do.Based on the background above, this research was conducted to test the moderation of job satisfaction on the influence of committees.

RESEARCH METHOD
This study uses quantitative methods.Data collection in this study focuses on economics to examine factors that improve the quality of education by considering performance intervention variables at universities in the Asahan Regency.Explicit research is used in this study to identify and focus research so that it can be studied and is relevant (Zikmund, 2000).In the first question, three respondents stated that they strongly disagreed regarding the preparation of lecture materials and RPS before teaching me.There were also 20 who disagreed, 30 entirely agreed, 92 strongly agreed, and 82 strongly agreed.
This variable category is considered excellent and moderate because it has a TCR value of 72% and a mean of 3.6.The highest instrument was found in the second question, which had TCR and meant excellent and high categories.The fourth question found the lowest instrument, which had international journals with TCR and meant not excellent and low categories.This instrument is included in the indicators for the implementation of education and teaching.Description of Job Satisfaction Variables In the first question, which asked whether they felt comfortable, had a new family, and were proud to be part of this college, three people answered strongly disagree, 30 answered disagree, 74 answered agree, and 89 responded strongly agree.In the second question, they asked whether they felt the problems in college were a problem for them and whether they wanted to spend a lot of time-solving them.
With a TCR value of 70% and a mean of 3.5, this variable is categorized as reasonable and moderate.In the first question, the highest instrument indicates outstanding and high affective commitment, which shows comfort, having a new family, and being proud to be part of this college.The lowest instrument in the third question is the desire to stay because of salary and unique needs.The first question asked how I build good relationships with students during the learning process; six people answered strongly disagree, 24 answered disagree, 98 answered agree, and 51 answered strongly agree.The second question asked about how I apply learning methods in the teaching and learning process, and I have feelings about higher education.

Description of Competency Variables
The sixth question asked whether I could establish a good relationship with my boss; five people answered strongly disagree, 17 answered disagree, 29 answered agree, 77 answered agree, and 102 responded strongly agree.The seventh question asked whether I could establish good relationships with my fellow lecturers.
This variable is categorized as reasonable and moderate because it has a TCR value of 77 percent and a mean of 3.89.The highest instruments, found in questions three and seven, have TCR categories of mean, very good, and high.In speaking, I do not use language that insults, harasses, ridicules or offends other people's feelings.The lowest instrument found in the tenth question is personality and social competence.

Testing the Validity of Research Instruments 1.2.5.1 Convergent Validity on Lecturer Performance Variables
There are ten question instruments on lecturer performance variables.Based on the results of data analysis, convergent validity was obtained through factor loadings in the table below: All lecturer performance variable instruments have a loading factor value of more than 0.6, meaning that all instruments can be declared valid.

Convergent Validity on Job Satisfaction Variables
There are ten questions on the job satisfaction variable.Based on the results of data analysis, convergent validity was obtained through the loading factors in the table below: meaning that all instruments can be declared valid.

Convergent Validity of Organizational Commitment Variables
There are five question instruments on the Organizational Commitment variable.Based on the results of data analysis, convergent validity was obtained through the loading factors in the table below: All organizational commitment variable instruments have a loading factor value of more than 0.6, meaning that all instruments can be declared valid.

Convergent Validity on Competency Variables
There are ten question instruments on the competency variable.Based on the results of data analysis, convergent validity was obtained through the loading factors in the lecturer performance is included in the significant category because the t-statistic value is more than 1.969 (2,990 is more than 1.969) and the value p-value more than 0.05 (0.005 more than 0.05).The direction of influence is positive, and the magnitude of the impact is 10.5%.Increasing organizational commitment will improve the performance of lecturers in the District.The study results indicate that organizational commitment has a significant and positive effect, with a T statistic value (2.990) greater than 1.969 and a P value (0.005) less than 0.05.This variable can also increase its influence on lecturer performance by moderating job satisfaction, which has a magnitude of impact of 24.7% and a positive direction and a magnitude of influence of 10.5%.So, it is clear that in running a bureaucracy that is by the target, the element of organizational commitment must be by the demands of each lecturer.By fulfilling the needs of lecturers, each lecturer will try to improve their performance.
Organizational commitment is an integral part of implementing the bureaucratic system in an institution (Hasanah & Madiistriyatno, 2020;Yusuf, 2020).Likewise, with a university in Asahan Regency, Organizational Commitment has become one of the driving factors in improving lecturer performance.Exemplary organizational commitment will encourage lecturers to do more serious work (Permadi et al., 2023).Therefore, universities must provide a vision by paying attention to the needs of lecturers in Asahan Regency.By fulfilling the needs of lecturers, each lecturer will get satisfaction in working.This is because, in general, private campuses are not very serious about paying attention to the welfare of their lecturers.Meanwhile, lecturer satisfaction will significantly determine the quality of lecturer performance (AM et al., 2022;Okolocha et al., 2021).By fulfilling the needs of each lecturer, what is targeted by the university will be easier to fulfill.

Competence and Lecturer Performance in Asahan Regency
With T statistics (4.155) greater than 1.969 and P Value (0.000) less than 0.05, competence positively and significantly influences research results.The effect is 28.2%, which shows that performance will increase by 28.2% if competence is improved, especially in the personality competence indicators described in the variable description.Lecturers in Asahan Regency have mature social skills, which enable them to build and strengthen emotional relationships horizontally and vertically, even though this is outside of professional competence.This is also caused by a need for more material support from the organization (campus) to encourage students.This competence can also be increased in its influence on lecturer performance with the help of job satisfaction variables.Namely, there is a significant influence of competence on lecturer performance, which is moderated by job satisfaction where the tstatistic value is > 1.969 (3,380 > 1.969) and the P-value is <0.05 (0.000 <0.05).The direction of e-ISSN : 2541-254X influence is positive, and the magnitude of impact is 12.1%.Job satisfaction possessed by lecturers in Asahan Regency can increase the effect of competence on lecturer performance.This is to research that lecturer competence has a significant impact on academic performance and student satisfaction (Bacha, 2021;Amal et al., 2022;Purba, 2023;Santoso and Ekawaty, 2018;Rachman et al., 2022;Qurtubi, 2023;Arniati & Arsal, 2023;Manurung, 2020;Munir et al., 2022).
Lecturer competence is essential in achieving what has been targeted by universities in Asahan Regency.Because with lecturers who have expertise or abilities, each student will be encouraged to be more skilled or creative (Garaika, 2020;Nelly et al., 2024).Likewise, vice versa, if every lecturer in a university does not have Competence, students tend to be lazy in carrying out lectures.Of course, this process will hurt the university.So, it is clear that Competence influences Lecturer Performance at the University of Asahan Regency.Lecturers with Competence will find it easier to achieve what has been targeted by the University (Rachman & Handayani, 2022).Therefore, the Competence of lecturers needs to be further improved so that the university's goals can be achieved more quickly.

CONCLUSION
Based on the results of the variable tests above, several conclusions were obtained as follows: Organizational Commitment and Competence have a positive and significant effect on Lecturer Performance in 67.3 percent of Higher Education in Asahan Regency; likewise, lecturer competence also has a positive and significant impact on lecturer performance in higher education in Asahan Regency.Organizational commitment has a significant moderating effect on lecturer performance related to job satisfaction.Likewise, the influence of competence on lecturers is moderated positively and strongly by job satisfaction.Therefore, it is clear that all variables are related to improving the quality of lecturer performance in the Asahan Regency.

Table 2 .
Description of Job Satisfaction Variables Source: Data Processed ResultsIn the first question, regarding how my salary payment has been received relatively and in line with expectations, 23 people said they strongly disagreed, 41 people said they disagreed, 105 people said they quite agreed, 34 people said they strongly agreed, and 27 people said they strongly agreed.Agree.No one strongly disagreed with the second question about how happy I was that there was an opportunity to be promoted.

3 Description of Organizational Commitment VariablesTable 3 .
Description of Organizational Commitment Variables

Table 4 .
Description of Competency Variables

Table 5 .
Outer Model of Lecturer Performance

Table 6 .
Outer Model of Job Satisfaction

Table 7 .
Outer Model of Organizational Commitment

table below :
Jurnal Manajemen Dayasaing Volume 26 No.1 Juni 2024 Website : https://journals2.ums.ac.id/index.php/dayasaing/indexe-ISSN:2541-254X in measuring the variable itself.This research uses two approaches: Cronbach alpha and composite reliability testing.The reliability value of a construct with regulations must be greater than 0.7-0.6,which is an acceptable value as a variable with an instrument.instrumentsfor each research variable have met the reliability assumptions in the Cronbach Alpha test, as shown by the test results in Table10.

Table 11 .
Coefficient Test and Significance of Direct Effect According to the Path of Coefficient test results found in Table10, each equation is included in the following influence categories: 1. Influence of organizational commitment: