This research critically examines the relationship between innovative work behaviour, job autonomy, and work satisfaction among faculty members in higher education. It highlights these factors' essential role in promoting academic and institutional development. Utilizing a descriptive-analytic approach, data was gathered from 760 faculty members across various Indonesian universities through structured questionnaires. This method facilitated a thorough analysis of how job autonomy and work satisfaction influence faculty members' innovative behaviour.
The study's major findings reveal a significant link between job autonomy and innovative work behaviour. Faculty members with greater autonomy in choosing and developing their work methods, especially in research and teaching, showed a higher propensity for innovation and performance enhancement. Moreover, job satisfaction was critical, with satisfied faculty members more likely to produce creative work. These insights contribute to the goal contents theory by illustrating that intrinsic and extrinsic motivations are vital for satisfying faculty members' needs and enhancing their psychological well-being.
Based on these findings, recommendations include implementing policies that support academic freedom, developing transparent incentive systems, and offering professional development opportunities focused on innovation management and presentation.
Future research should explore these dynamics in different geographical and institutional contexts to enhance generalizability. Qualitative methods like case studies or interviews could provide deeper insights, complementing this study's quantitative approach. This study could help further validate the findings and extend their applicability to diverse educational settings.
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