Knowledge Sharing and Self-Efficacy as Predictors of Academic Productivity and Innovative Work Behaviour among Lecturers

Abstract

This study examines the roles of knowledge sharing and self-efficacy in predicting academic productivity and innovative work behaviour among lecturers in higher education institutions. A quantitative survey approach was employed, and data were collected from 312 lecturers from public and private higher education institutions located in the Klang Valley, Malaysia. Data analysis was conducted using Partial Least Squares Structural Equation Modeling (PLS-SEM) to assess both the measurement model and the structural relationships among variables. The findings indicate that knowledge sharing and self-efficacy have significant positive effects on innovative work behaviour and academic productivity. Knowledge sharing emerged as the strongest predictor of academic productivity, while self-efficacy played an important role in supporting innovative work behaviour among lecturers. The model demonstrates strong explanatory power, particularly for innovative work behaviour and academic productivity. The findings highlight the importance of strengthening collaborative academic practices and enhancing individual confidence to improve lecturer performance in higher education institutions.