This study investigates the impact of Performance Management Systems (PMS) on faculty performance within higher education institutions (HEIs) in India's Delhi-National Capital Region (NCR), with particular attention to the moderating role of demographic variables. Adopting a quantitative research design, data were collected through structured online surveys administered to 300 faculty members representing diverse academic disciplines. Structural Equation Modeling (SEM) was employed to examine both direct and moderating effects. The findings indicate a significant positive relationship between PMS implementation and faculty performance, with training and development and goal-setting emerging as the most influential dimensions. Moreover, age, gender, and work experience were found to significantly moderate this relationship, with stronger effects observed among younger, female, and less-experienced faculty members. These results highlight the importance of designing PMS strategies that are both tailored and inclusive, taking into account demographic diversity. The study contributes practical guidance for academic leaders and policymakers and enriches theoretical understanding of performance management in the Indian higher education context.
Jayanthi et al. (2025) studied this question.