This study aims to examine the moderating effect of perceived organizational support on the relationship between career development and lecturer performance in vocational education. The research was conducted using a quantitative approach and survey method involving lecturers from various vocational education institutions. Data were analyzed using moderation regression analysis. The results showed a positive and significant relationship between career development and lecturer performance. In addition, perceived organizational support was found to have a moderating effect on the relationship. Specifically, the positive impact of career development on lecturer performance is greater when perceived organizational support is high. These findings emphasize the importance of career development initiatives and organizational support in improving lecturer performance in vocational education institutions. This study contributes to the literature by providing empirical evidence on the role of perceived organizational support in strengthening the relationship between career development and job performance. Practical implications for vocational education institutions include the implementation of effective career development programs and a supportive organizational climate to maximize lecturer performance.

Keywords:

Perceived organizational support, career development, lecturer performance, vocational education, moderation analysis.