Hubungan antara amalan pengurusan kualiti menyeluruh dan prestasi staf akademik serta dimoderasikan oleh faktor motivasi di institusi pengajian tinggi awam Malaysia

Recent studies demonstrate the successful use of Total Quality Management (TQM) systematically in Higher Education Institutions (HEIs). Researchers also agree the principles of TQM can contribute significantly to improve HEIs. However, they only focus on the aspects of management and administration, teaching and learning, and research. They do not include the other key functions of HEIs, i.e. publication, consultancy, and community service. No study was done to examine the relationship between the practice of TQM principles and overall academic staff performance (main functions of HEIs). This means the performance of the university collectively depends on the performance of the academic staff. Their motivation can encourage better performance and productivity. But in the context of the relationships between the practices of TQM principles and performance of an academic staff, no previous study opts for motivation factors as the moderator. Thus, this study uses a motivation factor as the moderator. This study focuses on three major areas which are the practices of TQM principles (Leadership, Strategic Planning, Focus and Customer
Satisfaction, Data and Information Management, Human Resource Management, Process and Systems Management, and Strategic Partners and Resources), Academic Staff Performance
(Teaching and Learning, Research, Publication, Consultancy, and Community Service), and
Motivation Factor (Achievement, Affiliation, Power, and Existence). The unit of analysis in
this study was academic staff selected by systematic random sampling technique at public
universities in the Northern Region. As for the instrument, questionnaires were used and the
field work was carried out and able to achieve a high rate of return (72%). To increase the
validity of the instrument, some important procedures were performed, which include
obtaining feedback from the experts, pilot test and factor analysis. The conducted reliability
test indicated the instruments had a high degree of reliability (alpha value for TQM constructs
= 0.978; Academic Staff Performance = 0.958; and Motivation Factor = 0.885 ). In order to
test the hypothesis, correlation analysis and hierarchical multiple regression were performed.
The results showed that the practices of TQM principles were at a high level (Mean = 4.65).
The relationships between the practices of TQM principles and performance of staff academic
were positive and significant (r = 0.699 **). The practices of TQM principles also had an
impact on academic performance ( B = 0.699, p = 0.000). Only three of the seven
dimensions/aspects had a significant impact on the performance of the academic staff, i.e.
Focus and Customer Satisfaction, Process and Systems Management, and Strategic Partners
and Resources. Motivation Factor could also act as full moderation (B = 0.1 14**; Significant
F = 0.109) on the relationship between the practices of TQM principles and performance of
academic staff.