Academic Staff Members Research Articles

Self-efficacy and teaching quality of academic staff in public universities in Uganda

This study investigated the association between self-efficacy and teaching quality of academic staff in selected public universities in Uganda. Specifically, the study exam­ined how academic staff's personal sense of efficacy, behav­iour management, instructional strategies, and motivational strategies efficacy influenced teaching quality in public uni­versities. Employing the positivist research philosophy, the study used a quantitative approach through correlational re­search design. Randomly selected academic staff members provided data using a self-administered questionnaire. Par­tial least squares structural equation modelling (PLS-SEM) results indicated that of the four teacher efficacy aspects, only personal sense of efficacy positively and significantly influ­enced teaching quality. However, the efficacy of behaviour management, instructional strategies, and motivational strat­egies had a positive but insignificant influence on teaching quality. It was concluded that the personal sense of efficacy of academic staff is essential in enhancing teaching quality. Nonetheless, the efficacy of behaviour management, instruc­tional strategies, and motivational strategies of academic staff has made minimal contributions to teaching quality in universities. Therefore, university leaders should emphasise promoting the personal sense of efficacy of academic staff to enhance teaching quality more than instructional strategies and motivational strategies efficacy.

STEM Connections: A model for empowering academics to deliver outreach by reducing barriers to engagement

STEM Connections worked with academic staff to develop their skills and confidence to communicate with any audience. Through creating a demonstration of their area of expertise and speaking with school-aged students, the academics hear a range of perspectives and repeatedly practice pitching their presentations. This project aimed to develop staff, engage the public, and work in partnership with local cultural institutions – in this case CV Life. Training has been provided by third-party organisations, by the project team and by the partner institution in both years. Over two years, the project has worked with 23 academic members of staff across 17 different areas of research. Events have been run with 19 schools, either within those schools or at Coventry Transport Museum, reaching a total of 944 students with high-quality interactions. As of January 2024, the online resources have received over 36,000 views. Demonstrations have been used outside of the STEM Connections project for interactions with visitors, VIPs, funding bodies, and also filmed by TV crews for media work. Several staff on the project have mentioned STEM Connections in promotion cases and award nominations. Produced materials have complimented academic teaching and have been used to explain concepts more effectively during lectures. All the project resources and staff involved can be found at www.warwick.ac.uk/stemconnections. The project targeted 5 key elements of outreach that are challenging for academics and may make engagement more difficult for them. This paper reflects on those challenges and how the project worked to reduce the barriers to engagement.

Exploring Competencies and Capabilities That High-Potential Academics Should Possess in South Africa

This study explores the competencies and capabilities that high-potential academics (HPAs) should possess to effectively handle academic responsibilities and ascend to leadership positions within higher education institutions. A qualitative research approach was employed, utilising an exploratory design owing to the lack of prior studies on this topic. The study sampled ten academic staff members from a higher education institution in South Africa and conducted face-to-face interviews to gather data. Thematic analysis was used to process the data, revealing the key talent management and leadership themes. The findings indicate that HPAs should possess various competencies, including ambition, analytical skills, adaptability, and effective communication skills. They should also demonstrate strong leadership qualities such as planning, decision-making, and emotional intelligence. This study identifies several constraints to developing HPAs, such as inadequate resources, lack of leadership capacity, and insufficient communication. The study recommends fostering a supportive environment, providing adequate funding, and recognising and rewarding high-potential academics to ensure their development and retention.

The Effect of Knowledge Hiding on Academic and Employee Performances of the Private Universities in Mogadishu, Somalia

The primary objective of this research is to examine the correlation between knowledge hiding and academic and employee performances in the setting of private institutions in Mogadishu. This study used a quantitative methodology to carry out field research with a sample size of 120 academic staff members. The data collection method was executed meticulously, ensuring that the study’s findings maintain high validity and reliability. Statistical software such as SPSS and Smart PLS were subsequently utilised to analyse the data. The research findings indicate that including evasive hiding positively impacts academic and employee performances. Play dumb and rational hiding strategies negatively impact academic and employee arrangements within the context of private universities in Mogadishu. The presented empirical data contribute to the current theoretical understanding of the detrimental impacts of knowledge hiding. They precisely examine the widespread occurrences of evasive, play dumb and reasonable hiding. This study contributes substantially to the current scholarly debate around knowledge hiding inside academic institutions, providing valuable insights into the adverse outcomes associated with this phenomenon. A list of recommendations for future research was provided in the study in response to the identified limitations.

Investigating academic staff behavioral intention and readiness to utilise mobile devices for instructional delivery among tertiary institutions in Sokoto State, Nigeria

This research investigates academic staff's behavioural intentions and technological readiness regarding integrating mobile devices for instructional delivery among tertiary institutions in Sokoto State, Nigeria. Descriptive statistics were used to analyse responses from 325 academic staff members regarding their behavioural intentions, technological readiness, challenges, and perceptions of mobile device integration. The findings reveal a generally positive disposition among academic staff towards mobile device utilisation, with high mean scores indicating willingness to integrate mobile devices into teaching activities and positive perceptions of their impact on student learning outcomes. Despite challenges such as inadequate technological infrastructure, limited professional development opportunities, and resistance to change, it is crucial to implement strategic interventions. Recommendations have been made to improve institutional collaboration, infrastructure, technical support systems, and professional development to facilitate effective mobile device integration. These findings contribute to the discourse on technology-enhanced learning in Nigerian higher education and offer practical insights for policy-makers, administrators, and educators seeking to harness the potential of mobile devices for educational advancement.

Challenges of E-Teaching During the Covid-19 Pandemic in Uganda Universities

The COVID-19 pandemic has forced a quick transition to online learning, which has presented teachers with many difficulties when delivering instruction from a distance. In the context of e-teaching, this study investigated the difficulties faced by academic staff members during the COVID-19 pandemic. Semi-structured interviews and focus group discussions were conducted as part of a qualitative research strategy with faculty members with e-teaching experience during the pandemic. The research identified several challenges related to technology, pedagogical adaptation, student engagement, assessment and feedback, workload management, and the effect on faculty members' emotions and psychological health. These difficulties highlighted the requirement for technological competence, pedagogical training, support structures, and resources to improve the experience of e-teaching. Comprehensive faculty development programs, inclusive instructional design, a variety of evaluation techniques, assistance with workload management, and attempts to enhance faculty well-being are among the recommendations. By addressing these issues, educational institutions can manage the difficulties of e-teaching in emergencies and ensure that students receive high-quality instruction in virtual classrooms.

Adherence to Ergonomic Principles in Workstation Practices: A cross-sectional Study of Academic and Administrative Staff of Bishop Stuart University

A significant number of studies in the past have failed to show the level of adherence to ergonomic principles in workstation practices between the academic and administrative staff members of a higher institution of learning. While contemporary empirical literature dwells on different aspects of occupational Ergonomics, this article is designed to present which of the two categories of staff of Bishop Stuart University adhere better to ergonomic principles in their respective workstation practices. More and more often, these two categories of staff members, though coexist in the same Niche, have their duties sometimes interwoven. The sad implication associated with this is the difficulty to define the employment status of some staff members at some certain point in our study. On this note, a historical background check is done, to subvert the problem. An analytic cross-sectional study was carried out on the two campuses of Bishop Stuart University within Mbarara City. A total of 112 participants participated in this study. Individual study participants were samples using the techniques of convenience and snowball. The tool used was a structured and validated questionnaire. Data collected were analyzed using Excel and SPSS version 25. Study findings revealed that academic staff adhered better than administrative staff to virtually all the principles of ergonomics in their workstation practices. It is presumed that this finding tuned out like that, because of differences like the work and level of education. Also, it was noted that the most widely applied principle was principle 1, which is working in a neutral position, we had n=46 (41.1%) among the academic staff members and n=17 (38.6%) among the administrative staff applying the principle. This study sought to investigate which of the two categories of staff members in BSU adhere better to ergonomic principles in their respective workstation practices. The study also, established that there is a need for workers to inculcate ergonomic principles into their workstation practices. Premised on the result obtained, it thus recommended that future researchers should consider the health implications of failure to adhere to ergonomic principles in workstation practices. Keywords: Ergonomics, Principles, Academics, Administrative, Staff, Workstation

University absorptive capacity: Normative and perceived assessments

Knowledge management in universities is a dual process combining continuous learning and development of academic staff with the simultaneous transfer of knowledge to students. Collective capabilities and motivation of university employees to absorb and effectively apply knowledge underlie the so-called university absorptive capacity. However, characteristics perceived by workers and the level of absorptive capacity may contrast with the assessments based on university performance standards. The paper proposes and tests a dual method for judging on university absorptive capacity based on normative and perceived assessments. Methodologically, the study rests on knowledge management, the fundamental theoretical framework that covers the concept of absorptive capacity of an organization. Among the research methods are comparative analysis of university performance indicators and economic statistics. Empirical evidence includes data from the survey of 187 academic staff members of Ural Federal University (Ekaterinburg, Russia) and the Monitoring of Efficiency of Higher Educational Institutions in the RF in 2022–2023. Having performed content analysis, we identified the following evaluation parameters: the current level of employees’ knowledge and the potential for knowledge absorption in the organization. The first part of the methodology presents an algorithm for comparing the growth rates of normative performance indicators of the university in question with those of analogous universities. The second part deals with assessing absorptive capacity based on academic staff’s perceptions. The testing results indicate that there is a discrepancy between the normative and perceived assessments, which allowed us to propose a set of measures for adjusting the HR management model in a university.

Leadership Behaviours and Organisational Commitment Mediated by Job Satisfaction of Academic Staff at Kyambogo University

The study examined the relationship between leadership behaviours and the organisational commitment of academic staff at Kyambogo University, mediated by job satisfaction. Specifically, the study tested the influence of leadership behaviours on organisational commitment and job satisfaction, the influence of job satisfaction on the organisational commitment of academic staff, and the mediating effect of job satisfaction on the influence of leadership behaviours on organisational commitment. Based on the three-component model by Allen and Meyer (1990), organisational commitment was studied in terms of affective, continuance, and normative commitment. The study adopted a correlational research design on a sample of 175 full-time academic staff of Kyambogo University. The study utilised a self-administered questionnaire to collect the data. Data analysis involved carrying out partial least squares structural equation modelling (PLS-SEM). The results indicated that leadership behaviours positively but insignificantly influenced job satisfaction, while job satisfaction positively and significantly influenced organisational commitment, and leadership behaviours positively and significantly influenced job satisfaction. The results also revealed that job satisfaction partially mediated the influence of leadership behaviours on organisational commitment. The study concluded that while leadership behaviours are not a prerequisite for increasing organisational commitment among academic staff members, they improve academic staff members' job satisfaction. Also, academic staff members' commitment is increased by their job satisfaction, and job satisfaction partially significantly affects the association between leadership behaviours and academic staff members' commitment. The study recommends that to improve organisational commitment, university leaders should not overfocus on leaders’ behaviours. Nevertheless, to improve job satisfaction, they should exhibit those leadership behaviours that enhance job satisfaction. Further, university leaders can improve academic staff satisfaction by implementing appropriate job satisfaction practices. Last but not least, in addition to good leadership practices, university leaders should implement appropriate job satisfaction practices to enhance academic staff members' commitment

Covid 19 Pandemic and Lecturers’ Perception on Income and Satisfaction in Nigerian Private Universities: Qualitative Evidence from Al-Hikmah University

The pandemic's immediate effects may be gloomy, but it also presents a rare opportunity for learning, transformation, and resilience-building within Nigerian universities' educational systems. Against this backdrop, the Covid-19 pandemic and teachers' perceptions of income and satisfaction in Nigerian private universities were the subjects of this study. The study was accompanied by the formulation of two research questions. The entire faculty at Al-Hikmah University makes up the study's population. Participants were chosen using two non-probability sampling strategies. Purposive and convenient procedures were specifically used to pick four academic staff members from various faculties. Relevant data for the study was gathered using an interview methodology called the "Interview Protocol on Income and Satisfaction (IPIS)". Data collected were analyzed using thematic method. Findings indicate that lecturers’ were satisfied with the level of income in the university. Specifically, they are satisfied in terms of regular payment of Salaries and other fringe benefits. Also, findings revealed that the pandemic had impact on Al-Hikmah University in many ways. The study recommends that management of Al-Hikmah University should come up with another source of income to increase revenue drive, this will enable them have more financial buoyancy, to increase the satisfaction of their lecturers. Additionally, there should be aggressive planning and policy mix should be set up in order to provide for the staff in the closest future, this will empower the University to prepare and take actions in case of future occurrences.

Navigating the troubled waters of higher education – a phenomenological study on the needs and challenges of first‐year clinical associate students in South Africa

Background. Clinical associates (ClinAs) are educated in decentralised learning platforms where they gain skills and a concrete understanding of the fundamental challenges of healthcare in remote and poverty-stricken districts of South Africa. Due to the decentralised nature of the programme, these students seldom have access to ‘on-campus’ academic and psychosocial support. A peer mentorship programme has proved useful in this regard in other settings. Objective. To explore the unique academic and psychosocial challenges and needs of first-year clinical associate (ClinA) students and describe the views of the research participants on the perceived enablers and constraints of a ClinA peer mentorship programme. Methods. A phenomenological research design was used. The population included ClinA students and academic members of staff. Five appreciative inquiry interviews and two focus group discussions were conducted. Results. Four themes were identified: (i) flailing like a fish out of water (challenges experienced by ClinA students); (ii) floating devices (benefits of peer support programmes); (iii) the life saver (perceived enablers of peer support programmes); and (iv) rip currents (perceived constraints of peer support programmes). Conclusion. Unique challenges identified were: (i) the teaching and learning strategy implemented by the facilitator of the programme; (ii) the decentralised learning platforms; and (iii) the absence of institutional support at clinical learning centres. All participants agreed that peer mentor support is beneficial and essential for ClinA students, but that the peer mentor programme needs to be bespoke to address the limited access to academic and psychosocial on-campus support and the profile of the students, who are of rural origin and first-generation students.

Factors of Job Stress among university teachers in Pakistan A conceptual review

University teaching is universally known for its stressful nature. The university teachers are exposed to various stressors at work as a result of which their working performance is affected. The current study has conceptually reviewed the different factors of Job Stress among university teachers in Pakistan by using non-systematic narrative review technique. Following review of existing literature, the findings of current study revealed nine potential factors as determinants of Job Stress among university teachers in Pakistan. These factors were related to both intra and extra organizational environments of universities in Pakistan. This study concludes that university teaching is a stressful profession in Pakistan. The problem of Job Stress should be managed both at individual and institutional levels. Individually the academic staff members should get awareness about causes and consequences of Job Stress. At institutional level the management of universities should provide Stress free conducive environment, so that university teachers could be saved from the devastating effects of Job Stress.Â

ENHANCING USER EXPERIENCE IN INTERIOR ARCHITECTURE THROUGH BIOPHILIC DESIGN: A CASE STUDY OF URBAN RESIDENTIAL SPACES

This study aims to investigate how applying biophilic design principles to interior architecture—especially in urban residential contexts—can improve the user experience while accounting for the influence of different user profiles. It has been demonstrated that using natural components and patterns in constructed settings has a good influence on people's health and sense of connection to the natural world. The impact of numerous biophilic design elements on occupant well-being, productivity, and emotional connection to their living environments will be thoroughly examined. These include natural light, vegetation, water features and natural materials. University faculty and their families are the sole residents of Kayseri Nuh Naci Yazgan University Faculty Residences in Turkey a unique urban living community. Located at the corner of the university, this space offers individualized accommodation alternatives, creates a close-knit community and provides a distinctive living environment that meets faculty members' academic needs by guaranteeing easy access to educational resources. 54 residential units are participating in the study. Respondents are academic staff members that reside and work in the residences of Nuh Naci Yazgan University. The study centers on their housing experiences and they are its primary subjects. Both qualitative and quantitative data were gathered using a combination of in-depth observations, questionnaires and interviews in addition to random sampling. The study closes a crucial knowledge gap regarding the application of biophilic design in urban settings, given the current state of growing urbanization. This study is significant because it may help design more environmentally friendly and psychologically stimulating urban living environments. The results of this study can help architects, designers and urban planners create healthier and more user-centered urban places, which will ultimately improve the quality of life in urban settings, by examining how biophilic design affects user experiences. Using a case study methodology, the study was focused on NNYU Residences as a particular urban living environments as its study subjects. Observations, surveys and interviews was used to gather both qualitative and quantitative data to investigate users' opinions about the integration of biophilic design elements in their surroundings. This study has multiple main objectives. It seeks to comprehend how consumers interpret biophilic design elements, evaluate how the design affects inhabitants' well-being, investigate sustainability issues and offer useful advice for designers and architects. According to this study, biophilic design enhances sustainability and user satisfaction in urban residential environments. This has significant ramifications for urban planners and architects. Nonetheless, the case-study methodology and possibility for participant bias are two of the study's shortcomings. Also, because interior architecture is the study's primary focus, related bioinspired fields are not included. To learn more about these topics and how they contribute to biophilic design in interior products, future studies should investigate them.

Drivers of change for researcher development in Tanzania

ABSTRACT The research landscape in higher education is changing rapidly, with new challenges and opportunities emerging that require researchers to be adaptable and willing to learn new skills. The study reported in this article explored how Tanzanian universities can support the development of researchers. The study was guided by Linda Evans’ conceptual model of researcher development. Data were collected through face-to-face semi-structured interviews with national higher education leaders, senior university leaders, academic staff members and postgraduate students drawn from four universities and the National Directorate for Higher Education. The study found that researcher development in Tanzania can be supported by strengthening individual and institutional research capacity, establishing a research mentoring programme, introducing research incentives, streamlining research funding and optimising research time and space. Our findings suggest that a holistic approach to researcher development, encompassing both individual and institutional dimensions, can have a positive impact on research culture. In this respect, the identified strategies serve as drivers of change for universities and individual academics to develop programmes and initiatives that support the development of researchers at all stages of their careers.

The Study of the Components and Indicators of the Innovative Organizations of Secondary Schools Under the Office of the Basic Education Commission

The objective of this study was to study the composition and indicators of innovative organizations of secondary schools under the Office of the Basic Education Commission using research papers study principles and concepts. Then, data was collected, analyzed, and synthesized to obtain the composition and indicators of the innovative organization of secondary schools under the Office of the Basic Education Commission. The tools used to collect data included document notes and assessment forms for the suitability of elements and indicators by confirming elements and indicators from 9 experts. Among the informants are notable people. Three expert groups’ credentials are ascertained by Purposive Sampling: Group 1: Academic staff members in postsecondary education establishments who hold a Ph.D. in education, educational administration, or a related field and are assistant professors or higher. Group 2: Educational Administrators having a Ph.D. in Education and a minimum of five years’ experience in the field. Group 3 consists of school administrators who have at least five years of experience managing schools and a doctorate in educational administration.
 
 The results of the study showed that 1) the innovative organizational composition of secondary schools under the Office of the Basic Education Commission consisted of 5 components: (1) Vision and Strategy, (2) Organizational Structure, (3) Organizational Culture, (4) Human Resource Development and (5) organizational communication. 2) Elements and indicators of vision and strategy are most appropriate, 3) Elements and Indicators of organizational structure are most appropriate, 4) Elements and Indicators of Human Resource Development and 5) Elements and Indicators of corporate communication are most appropriate.

Pragmatic co-design methodology: a tale of university and retirement village friendship

ABSTRACT Co-authored by academic staff and older adult community members, this paper reports on an incidental and pragmatic co-design model grounded in a round table friendship-informed approach. Interdisciplinary academics met with residents of a proximate retirement community, sharing open discussions with no agenda, including improving engagement between the two communities. The ensuing co-designed programme of outreach activities was of myriad mutual benefits: the retirement community benefited through opportunities for meaningful engagement via inter-generational knowledge-sharing, social connection, and access to expertise and equipment, whilst the University benefited across Learning and Teaching, Research, Engagement, and Commercialisation sectors. This pragmatic co-design approach described resulted in equitable contributions to knowledge generation, exchange, and translation in an interdirectional way. We argue that future research can adopt such an approach, exhibiting potential across all forms of community engaged research.

Level of Satisfaction in Higher Education L&T Based on VLE Functionalities: A COVID-19 Perspective

The problem of the sudden transition from offline to online due to COVID-19 was not easy and may involve significant challenges; faculty members are critical for the success of any university and their satisfaction does matter for online education. The purpose of this research was to determine the factors influencing the satisfaction of the faculty in the virtual learning environment and to focus on the responses of faculty members to the pandemic and their satisfaction levels due to challenges and benefits that faculty members faced during the initial phase of the COVID-19 outbreak. The six factors include flexibility, training, institutional factors, ease of use, technical factors and personal or psychological factors were utilised to understand the satisfaction levels of the instructors concerning the usage of the virtual instructional platforms. The hypothesis testing of the factors was conducted and different tests, that is, regression analysis, analysis of variance (ANOVA) and Cronbach alpha were utilised for analysing the data. Data were collected from 300 academic staff members from varied colleges and universities of Maharashtra and Madhya Pradesh. The results indicated that all the factors have a significant impact on the satisfaction levels of the academic staff members. Moreover, respondents opined about the challenges faced by the instructors in conducting online classes could be eased out via obtaining adequate training in batches from the academic institutions for the smooth conduct of the online sessions without any hindrances.

The effect of human resource development practice on employee performance with the mediating role of job satisfaction among Mizan Tepi University's academic staff in Southwestern Ethiopia

PurposeThis study examined the effect of human resource development practices on employee performance, with job satisfaction as a mediating variable among academic staff at Mizan Tepi University. MethodsA standardized Likert-scale questionnaire was administered to academic staff members selected through stratified random sampling from eight colleges at Mizan Tepi University. Descriptive and inferential statistics, including a structural equation model and t-tests, were used for data analysis. ResultsThe study found a significant positive correlation between human resource development practices and employee performance. Job satisfaction was identified as a mediator between HRM practices and employee performance. Specific dimensions of human resource development practices, such as training and development, academic career development, teamwork spirit, and counseling, had significant effects on employee performance, with both positive and negative impacts observed. Additionally, academic career development, succession planning, and counseling were found to have a statistically significant positive effect on the academic staff at Mizan Tepi University. ConclusionsThis study found that training and development, academic career development, teamwork, counseling, and job satisfaction significantly impact employee performance. The results of the regression analysis using the SEM model revealed that job satisfaction, training and development, and teamwork positively affect academic staff performance while negatively affecting academic career development and counseling. Academic career development, teamwork, counseling, and succession planning were found to have a positive effect on job satisfaction. The mediation analysis indicated that academic career development and counseling partially mediate employee performance, while succession planning fully mediates it. Therefore, focusing on training and development, performance appraisal, rewards, teamwork, academic career development, succession planning, and counseling is essential to enhancing job satisfaction among academic staff at Mizan Tepi University.

Self-Perceptions and Benefits of Psychological Resilience Among Women Academics in the Context of Working in South African Higher Education Institutions (SA-HEIs): A Mixed-Method Approach

Higher education institutions (HEIs) globally heavily depend on the resilience of academic staff members to achieve excellence in teaching and learning. The extant scholarly work on resilience seems to take the relationship between workplace environmental factors (WEFs) and the adverse experiences of resilience among women academics for granted. Using South Africa as an example, this research mainly focused on the WEFs acknowledged as the primary sources of adversity and the overall perceptions and experiences of resilience among women academics in South African HEIs. This research employed a mixed methods sequential explanatory design comprising an online quantitative survey of 135 women academics, and individual in-depth/semi-structured qualitative interviews of 27 women academics. The aim of this article was to illustrate how resilience can shape the way women academics interpret and respond to adversity. More specifically, the mixed-method findings presented in this article thought to document the perceived experiences of PR among women academics in South African Higher Education institutions (SA-HEIs), with a particular focus on the University of KwaZulu-Natal (UKZN) which is located in the province of KwaZulu-Natal in South Africa. The findings unpack how four building blocks of psychological resilience (BBPRs)—neuroticism, mindfulness, self-efficacy, and coping—moderated the effects of WEFs-related adversities; and provide insights into the impacts of human resources management practices (HRMP) on women academics’ resilience. We conclude that a higher self-reported level of resilience is not necessarily indicative of positive experiences of WEFs amongst women academics in South African universities.

Personality traits and job performance among academic staff in a private academic institution

<span lang="EN-US">This study investigates the association between the personality traits of academic staff members and their job performance in a Malaysian private educational institution. The personality traits were based on the Big Five model, which has five dimensions: openness to experience, conscientiousness, extraversion, agreeableness, and neuroticism. About 110 participants from this institution were surveyed using a quantitative questionnaire, and their data were gathered. Throughout the study, the data were examined utilizing multiple regression analysis and factor analysis. According to the study’s findings, conscientiousness, and openness to experience significantly positively affect job performance. However, it was determined that extraversion, agreeableness, and neuroticism were not statistically significant and had no connection to job performance. As a result, in this institution, openness to experience is the most essential predictor of job performance. The findings of this study showed the management that openness to experience and conscientiousness are crucial for improving job performance inside the institution. Therefore, the management should pay more attention to these areas and recruit new employees with openness to experience and conscientious personality traits.</span>