Self-Leadership, Job Crafting, Work Engagement, and Adaptive Performance among Online Tutors

Deni Surapto; Nadya Kariza

doi:10.59261/inkubis.v8i3.366

Authors

Deni Surapto Universitas Terbuka
Nadya Kariza Universitas Terbuka

DOI:

https://doi.org/10.59261/inkubis.v8i3.366

Keywords:

Adaptive Performance, Distance Learning, Job Crafting, Self-Leadership, Work Engagement

Abstract

Background: Online tutors must adapt rapidly to technological and pedagogical change. However, evidence on how personal self-regulatory resources and proactive job crafting jointly support adaptive performance in distance-learning work remains mixed.

Objective: This study examined the direct and indirect associations of self-leadership and job crafting with adaptive performance, with work engagement specified as the mediating mechanism among online tutors in distance-learning institutions.

Methods: A quantitative cross sectional survey was administered electronically to 106 active online tutors selected through purposive sampling. Validated five-point Likert-scale measures were analyzed using PLS-SEM with bootstrapping, HTMT assessment, and full-collinearity VIF diagnostics.

Results: Self-leadership was positively associated with job crafting, work engagement, and adaptive performance. Work engagement was positively associated with adaptive performance and mediated the self-leadership–adaptive performance relationship. Job crafting showed no significant direct association with adaptive performance.

Conclusion: In this sample, self-leadership and work engagement were the key resources associated with online tutors’ adaptive performance. Job crafting may require motivational activation through work engagement to translate into adaptive outcomes in distance-learning settings.

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