Social support in academia involves interactions among staff to achieve shared goals aligned with the university’s mission. It functions through either a direct model (Social Support-Stress Effect) or a buffering model, which mitigates stress’s negative impact. However, consistent evidence for the buffering model in higher education remains limited. This cross-sectional quantitative study used the JD-R model to examine co-worker support as a buffer between faculty stressors and work performance in Malaysian research universities. SEM (PLS) analyses revealed that (1) increased role stressors (ambiguity and conflict) were linked to decreased faculty performance, and (2) perceived peer support buffered the negative impact of role conflict on academic performance, including teaching and research. Promoting peer support can reduce academic stress and enhance performance. Educational leaders must invest in support mechanisms, such as peer groups and communication training, to foster a culture of mutual respect that encourages innovation and resilience in academic communities.