<![CDATA[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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