Perceived Opportunities for Competency Development, Organizational Support, and Lecturers’ Self-Reported Academic Task Performance: The Mediating Role of Knowledge Sharing

Muhammad Nuzul Qadri; Rince Tambunan; La Ode Almana; Asrul Jabani; Jamaluddin Dahlan

doi:10.61255/jeemba.v4i6.2117

Authors

Muhammad Nuzul Qadri STIE 66 Kendari, Indonesia
Rince Tambunan STIE 66 Kendari, Indonesia
La Ode Almana STIE 66 Kendari, Indonesia
Asrul Jabani STIE 66 Kendari, Indonesia
Jamaluddin Dahlan STIE 66 Kendari, Indonesia

DOI:

https://doi.org/10.61255/jeemba.v4i6.2117

Keywords:

Perceived Opportunities For Competency Development, Perceived Organizational Support, Knowledge Sharing, Self-Reported Academic Task Performance, Lecturers

Abstract

Purpose – This study examines the direct and indirect associations of perceived competency development opportunities and organizational support with lecturers’ self-reported academic task performance through knowledge sharing.

Design/methodology/approach – A quantitative, cross-sectional study involved all 85 active lecturers at STIE Enam Enam Kendari (100% response rate). Data were collected using 17 five-point Likert-scale items and analysed using PLS-SEM, supplemented by sensitivity and common-method diagnostics.

Findings/Results – Competency development opportunities were positively associated with academic task performance (β = 0.364) and knowledge sharing (β = 0.454). Organizational support showed positive associations with performance (β = 0.428) and knowledge sharing (β = 0.282). Knowledge sharing was positively associated with performance (β = 0.296). Both indirect associations were statistically significant (β = 0.134 and β = 0.083), supporting complementary partial statistical mediation. Total effects were 0.498 and 0.511, respectively. Cross-sectional self-reports limit causal interpretation and may involve common-method variance.

Originality/Value – This study clarifies the role of knowledge sharing in lecturers’ academic task performance while distinguishing perceived development opportunities from actual competency gains and self-reported effectiveness from comprehensive academic achievement.

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