Academic Job Research Articles

Mission impossible? Identity based incompatibilities amongst academic job roles relate to wellbeing and turnover

Academic staff experience high levels of work-related stress and poor mental health. As a result, many institutions face high staff turnover. These outcomes may be driven by complex and, at times, apparently oppositional objectives academics need to meet around research and teaching. These factors may present both practical and social identity-based incompatibilities. The current study tested the role of these incompatibilities upon mental well-being and turnover. A sample of 141 UK resident academics completed scales measuring levels of social identification with being an academic, an educator and a researcher, identity based and practical incompatibility, mental health, experience of the workplace and turnover intention. No direct links were found between practical incompatibility and outcomes. However, higher identity incompatibility was related to poorer mental health. Identity incompatibility was also related to turnover intention, mediated by both mental health and workplace experience. Contrary to predictions, these effects were not moderated by identity difference or identity strength. The current findings present evidence that role-based incompatibilities have both practical and identity-based foundations and highlight important caveats to the benefits of multiple identities on well-being observed in other domains. The findings also suggest practical steps through which complex occupational roles can be best structured to improve mental health and reduce turnover.

Technology Use and Job Performance of Academic Staff of Bishop Stuart University

The study investigated the impact of technology use on job performance of academic staff. In particular, the study examined the influence of teaching technological use, managerial technological use, and research technological use on job performance of academic staff. Utilising a quantitative research approach, the study employed a correlational research design on a sample of 158 academic staff of Bishop Stuart University in Uganda. Data was collected using a self-administered questionnaire (SAQ). Data was analysed using descriptive statistics to show how the respondents rated academic staff technology use and job performance and Partial Least Squares Structural Equation Modelling to examine intricate relationships between variables and indicators. Descriptive results revealed that academic staff job performance was moderate while technology use was high. Structural equation analysis revealed that while managerial technology use had a significant and positive impact on academic job performance, research technology use and teaching technology use had a positive but insignificant influence on academic job performance. The study concluded that technology use for teaching and research has less contribution to job performance of academic staff but technology use for managerial purposes is vital for job performance of academic staff. The study recommended that university managers should employ more academic staff with PhDs such that besides teaching, they can effectively participate in research and community service activities, university managers should enhance academic staff use of technologies for research activities, and university managers should encourage academic staff to use technology for managerial purposes

Academic leadership and job performance: the effects of organizational citizenship behavior and informal institutional leadership

PurposeGrounded on the distributed theory and the social exchange theory, the current study investigates the determinants that positively influence job performance among educators within the realm of higher education in India. It particularly assesses the impact of perceived academic leadership on performance and explores the mediating and moderating effects of organizational citizenship behavior and informal institutional leadership.Design/methodology/approachEmploying a descriptive research design, this study encompasses a broad cross-section of faculty members from various higher educational institutions across India. Data were gathered from 826 educators using a snowball sampling technique, with questionnaires administered online. Each variable was measured using prevalidated scales.FindingsThe findings from the moderated mediation model indicate a significant indirect relationship between perceived academic leadership and job performance, which is mediated by organizational citizenship behavior. Furthermore, informal institutional leadership demonstrates significant conditional indirect effects, enhancing the link between academic leadership and job performance up to a threshold, beyond which its influence diminishes.Originality/valueThis study pioneers the exploration of academic dynamics beyond mere titles and ranks in the Indian educational sector. It delineates both the direct and indirect roles these dynamics play in enhancing faculty performance, providing a novel insight into the complexities of academic leadership.

QOL-25. DETERMINING THE BURDEN OF SLEEP PATHOLOGY AMONG PEDIATRIC NEURO-ONCOLOGY PATIENTS

Abstract BACKGROUND Children with brain and spinal cord tumors are at higher risk for sleep disruption. The incidence and characteristics of sleep difficulties in this population is not well understood. Our aim is to use survey and chart review to retrospectively and prospectively evaluate the frequency, severity, and types of sleep difficulties experienced by pediatric patients who have brain and spine tumors. METHODS Pediatric patients with a diagnosis of a brain or spinal cord tumor and their parents were surveyed at three time points during routine visits with their neuro-oncology team. Parents and children completed the following self-reported standardized surveys: The San Diego Pediatric Sleep Survey (Child) and The San Diego Pediatric Sleep Survey (Parent). RESULTS Identified sleep disturbances include difficulty initiating sleep, excessive movement while asleep, increased incidence of nocturnal awakening, and snoring. We identified high rates of behavioral and environmental modifiers of sleep quality including sleeping in a shared bed with another family member and poor sleep hygiene. CONCLUSIONS Identification of sleep disruption and factors contributing to sleep difficulties in this high risk population will encourage proactive screening and recognition of these issues in future patients. Next steps include implementation of interventions such as referral to appropriate specialists, sleep hygiene modification, and parent/patient education. Early intervention may lead to overall improvement in quality of life and health, including increased academic success and job productivity in children and their caregivers.

Managerial Factors, School Security as Correlates of Academic Staff Job Effectiveness in Colleges of Education in Niger State, Nigeria

The study examined the managerial factors, school security and academic staff job effectiveness in Colleges of Education in Niger state, Nigeria. The study adopted descriptive research design of the correlational type. The population of the study comprised 926 academic staff in public Colleges of education in Niger state as at year 2024 of carrying out this study. The sample for the study was 615 academic staff selected from 2 Colleges of Education in Niger state, Nigeria. Multistage sampling procedures, involving simple random sampling technique and proportionate random sampling technique were used to select the sample for this study. Two sets of instruments tagged “Managerial Factors School Security Questionnaire (MFSSQ) and Academic Staff job Effectiveness Questionnaire (ASJEQ) were used for the study. The instruments were validated by experts in the field of test and measurement as well as Educational Management that ensured the face and content validity of the instruments. The reliability coefficients of 0.78 were obtained for the MFSSQ and 0.85 for the ASJEQ. The data were analyzed using both descriptive and inferential statistics. All the hypotheses formulated were tested at 0.05 level of significance. The study revealed that the level of academic staff job effectiveness was high in Colleges of Education in Niger state Nigeria. The study equally revealed that the commonly used managerial factors in the Colleges of Education in Niger state were delegation of duties, committee system and decision-making. There was significant relationship between managerial factors, school security and academic staff job effectiveness in Colleges of Education in Niger state, Nigeria. Also, it was revealed that managerial factors made significance contribution to academic staff job effectiveness in Colleges of Education in Niger state, Nigeria. Based on these findings, the study recommends that the College authorities (Deans and HODs) should sustain the current high level of academic staff job effectiveness through the use of appropriate managerial factors. College authorities should always ensure that college environment that is secured for both lecturers and students for teaching, learning and research activities to take place among others.

Factors influencing faculty job satisfaction: A quantitative study of private medical colleges in Karachi.

To identify key factors influencing academic job satisfaction among faculty members of private medical colleges in an urban setting. The cross-sectional, quantitative study was conducted from October to November 2021 at the Department of Community Health Sciences, Fazaia Ruth Pfau Medical College, Karachi, and comprised faculty members associated with 13 private medical colleges in Karachi. Data was collected using a 32-item questionnaire that was scored on a 5-point Likert scale. Key predictors of job satisfaction were identified and evaluated. Data was analysed using SPSS version 23. Of the 200 subjects surveyed, 106(52.7%) were males. The overall mean age was 29.4±5.2 years. There were 145(72.5%) respondents who were married, 106(53%) had employed spouses, 102(51%) were either professors or associate professors, and 93(46.5%) had professional experience of 1-5 years. Three principal factors were identified; career growth opportunities, working conditions and compensatory packages (p<0.001). The lowest mean satisfaction score was observed for compensatory packages (1.74±0.84), followed by working conditions (2.28±1.41) and career growth (2.38±1.39). Improving compensatory packages, working conditions and career growth opportunities were found to be crucial for enhancing job satisfaction among faculty members in Karachi-based private medical colleges.

Research on the mechanism of academic stress on occupational burnout in Chinese universities

In recent years, with the unremitting advancement of higher education reform, academics have been experiencing stress associated with conducting scientific research. In this study focusing on university teachers in China, we adopted a stepwise regression method and reviewed related literature to construct a mechanism of academic stress and occupational burnout. Specifically, we tested job satisfaction and relative deprivation as mediating and moderating variables and conducted empirical research on 1239 teachers from 15 universities in eastern, central, and western China. Our findings show that: (1) academic stress has a significant positive effect on occupational burnout; (2) job satisfaction has a partial role as the intermediary agent between academic stress and occupational burnout; and (3) relative deprivation positively moderates the relationship between academic stress and job satisfaction, indicating that teachers in universities and colleges are also affected by relative deprivation and the perception of inequity. These findings have significant value in the management of higher education and academic research.

Associations between perceived occupational stressors and symptoms severity of depression, anxiety and stress among academic faculty: First cross-sectional study from Qatar

BackgroundMental health concerns among university faculty are on the rise, with reports of anxiety, depression, and occupational stress, impacting the higher education community. In Qatar, an assessment of faculty mental health has not been previously realized. The objectives of the current study were twofold: Firstly, to evaluate the extent of perceived occupational stress, depression, anxiety, and stress, and secondly, to assess the association among these mental health parameters.MethodsA cross-sectional study was conducted among faculty using an online, self-administered, anonymous, voluntary survey. All faculty were included by sending the survey to their institutional emails. In addition to faculty demographics and general health status, the survey measured perceived stress due to academic job roles using the Faculty Stress Index (FSI) with its five distinct domains, and assessed faculty mental health using the Depression, Anxiety, and Stress Scale-21 items (DASS-21). Modified Poisson regression with robust variance was used to assess how FSI influences levels of depression, anxiety, and stress.ResultsA total of 112 faculty responded to the survey. The highest faculty self-perceptions of mental health conditions were for anxiety (63% at least moderate), followed by depression (30% at least moderate), and least for stress (26% at least moderate). The overall mean FSI score was 48.8 ± 29.4; time constraint and rewards and recognition domains scored highest (18.5 ± 11.4 and 13.3 ± 9.3 respectively) while the departmental influence domain scored least (4.8 ± 4.4). Increased risk of at least moderate levels of self-perceived depression and stress were significantly associated with higher FSI score (p˂0.001). Increased risk of at least moderate levels of depression were less likely among faculty aged 50 years and above (p = 0.034), while increased risk of at least moderate levels of anxiety were more likely among faculty from humanities colleges (p = 0.027).ConclusionsThis is the first investigation of university faculty mental health in Qatar, indicating multifactorial perceived occupational stress, associated with higher perceived severity of mental health conditions. These baseline results establish links between specific occupational stressors for faculty and their mental well-being. As such, assessment of mental health conditions, controlling occupational stress, and developing tailored mental health interventions for faculty, are strategic to implement and foster well-being of academics. Further research into mental health of faculty and designing effective interventions that consider their specific stressors and associated factors are warranted.

Non-Financial Rewards Towards Academic Job Satisfaction in State Universities in Sri Lanka

The employee retention and turnover depend on many factors including job satisfaction, financial and nonfinancial rewards, and other internal and external factors.The financial rewards of an organization are comprised of bonuses, salary incentives, gift vouchers, retirement plans, professional development plans and referral programs etc. Non-financial rewards are recognized as public recognition, experiential rewards, participation in the decision-making, time to work on personal projects, volunteering works, professional training, leadership training, increased autonomy, employee wellbeing programs, personal growth, awards, and career advancement. Hence, the study will focus on the impact of non-financial rewards on the job satisfaction of the academicians among state universities in Sri Lanka. Currently, it is a more significant and apt time to study the job satisfaction of academic staff in Sri Lanka as there is a higher rate of brain drain in Sri Lanka. The study was carried out by using qualitative methodology conducting in-depth interviews with fifteen faculty members in five state universities, aged between 30 to 55 male and female academic staff. Interview guides were used to collect data from selected thirty permanent academicians of state universities in Sri Lanka to determine the influence of nonfinancial rewards on job satisfaction. Thus, the study identified three main non-financial rewards as work autonomy, recognition, and professional development as the most influential factors towards the job satisfaction of academicians. Further, it was found that non-financial rewards have a positive and strong with job satisfaction than financial rewards. Hence, the study emphasizes the importance of enhancing the non- financial rewards of the employees to obtain their maximum performance.

Mental health and early career adaptation challenges of Chinese returnees and Korean ambitionists among the STEAM doctoral cohorts in the post-pandemic academic job market

ABSTRACT This longitudinal study presents a critical phenomenological comparison of mental health and early career adaptation challenges encountered by Chinese returnees and Korean ambitionists in the post-pandemic academic job market. They were international doctoral candidates in American higher education pursuing academic careers in science, technology, engineering, arts, and mathematics (STEAM) but failed to secure tenure-track faculty positions. Consequently, all Chinese returned to their home country, while all Koreans remained in the United States. Findings demonstrate that both groups commonly experienced racial trauma, career anxiety, and ambiguous loss, albeit within each group’s diverse circumstances and immigration status, since the onset of the COVID-19 pandemic. The study suggests implementing trauma-informed care within the chaos theory of careers. Therefore, this study calls upon the global public, intellectual societies, policymakers, and counsellors in comparative and international education to develop appropriate coping strategies and provide these emerging scholars with mental health counselling and career support services.

Writing and publishing papers in academic radiology: Why it needs to be more than a box checked for promotion

An ongoing challenge in academic radiology is balancing the need to read the scans and generate relative value units (RVUs) with the need to ensure academic leadership and the consistent production of impactful publications. Indeed, the tripartite mission of academic radiology (i.e. clinical care, research, and teaching) does not lend itself to obvious answers in an era when institutions and departments are increasingly focused on RVU generation. Even the minority of radiologists who are interested in pursuing the academic mission and accept academic jobs are likely to find their time increasingly squeezed by massive volumes of scans to read and the priority placed on RVU generation. There are often no incentives for impactful academic work, leading to a decreasing relative number of manuscript submissions from U.S.-based researchers. With the lack of external incentivization for publication, writing and publishing papers must instead be driven by intrinsic enjoyment and a sense of accomplishment. The ability to think of an idea, to get a group of co-authors together, to acquire the data and/or put together the idea into a form that is ready for final publication, and to see that process through to the end is rewarded only by personal satisfaction. Perhaps, in the era of RVU generation, publishing papers in a form of defiance of a system that is hampering the academic mission.

SCHOOL COUNSELORS’ SELF-EFFICACY IN ADDRESSING ADOLESCENTS’ MENTAL ISSUES IN THE AFTER-COVID-19 ERA

The unanticipated arrival of the COVID-19 pandemic has upset thousands of adolescents worldwide, whereas shifts to remote schooling have minimized their access to school-based support. This study focused on three research questions: How do School Counselors (a) evaluate the impact of COVID-19 restrictive measures on adolescents' mental health? (b) appraise their self-efficacy to help adolescents cope with the challenges? (c) Assess post-pandemic pupil behavior and their self-efficacy beliefs. It aimed to resource creative school-counseling approaches to improve youth resilience. Findings showed that counselors regarded generalized worry, concern about academic studies and job development, and increasing internet use as adolescents' most important psychological/behavioral issues. Most counselors felt efficient in their professional development, teamwork, cross-cultural sensitivity, leadership, assessment, personal and social growth, and development. Counselors who evaluated pupils as high/medium in generalized anxiety, depressive symptoms, academic/career development, and excessive internet time evaluated themselves significantly higher on all factors of the self-efficacy scale compared to those who assessed students as medium/low on the aforementioned factors, who scored significantly lower in self-efficacy.

Self-presentation and social networking online: The professional identity of PhD students in HCI

The number of research doctorate degrees awarded by US institutions per year has increased steadily over the decades. However, the academic job market is also becoming more competitive, and doctoral candidates often face difficulties in developing a professional identity and making career-related decisions. In this study, we investigated PhD students' professional identity formation with regard to their usage of social networking sites (SNSs). Through semi-structured interviews with 16 students in Human-Computer Interaction (HCI), we found that self-presentation and online presence in the online community were considered necessary. Students' perception of using SNSs for professional activities was impacted by their peers and faculty. SNSs helped students gain information and support from online communities and also reflected their professional identities. The results present insights for transforming doctoral education and preparing students for diverse career options in today's economy.

A structured curriculum supporting biomedical trainees’ transition into independent academic positions and early career success

The United States government makes a substantial investment in biomedical training programs each year. However, for most trainees, these opportunities do not translate into career progression in academic research pathways. Only about one-fifth of postdoctoral fellows eventually secure a tenure-track faculty position, and even among these candidates, attrition is high. Although a number of factors govern career choices and career longevity, the transition from trainee to faculty is a challenging process and requires knowledge and skills that are not necessarily developed during a traditional university experience. Many postdoctoral fellows receive adequate training in research skills and scientific communication, but new faculty report not being sufficiently prepared for the job search process and for starting their labs. To address this critical training gap, the ITERT core (Interdisciplinary Translational Education and Research Training) and the Office of Postdoctoral Fellows at the University of Texas MD Anderson Cancer Center implemented a structured course for both postdoctoral fellows and senior PhD students to provide formalized training for successfully navigating academic positions in biomedical research. Here we report on the pilot Navigating Academic Careers course conducted in 2021–2022 for 30 PhD students and postdocs. The nine-module course was conducted over 13 weeks in 25.5 h instructional sessions. The key educational objectives included 1) navigating the job application and the interview/negotiation process, 2) hiring, leading, and mentoring lab personnel and program support staff, 3) project administration and financial stewardship, 4) managing time and work-life balance and 5) developing collaborations, branding, personalized niche, and networking. Survey-based analysis at the time of the course was used to capture the participants’ assessment of the course content, organization, and delivery, with a follow-up survey conducted approximately 2 years post-course (2024) to evaluate longer-term impacts of the training. Initial in-course assessment revealed that 89.9% of respondents found the scope and instructional content appropriate, and 91.1% found the course relevant and applicable to their career needs. Longer-term post-course evaluation indicated that 80% of respondents applied the learnings of the course, that 80% reported feeling more confident in navigating an academic job search, and that 66.6% continued to report agreement with the course preparing them for their current role/ongoing job search, with 46.7% already securing jobs in academic research, including as independent faculty. The outcomes of this pilot course suggest that integrating this into the broader postdoctoral training curriculum can enhance both the transition and early-career success of talented scientists-in-training into working professionals in biomedical careers, as faculty and science-trained staff.

Practice Patterns Among Fellowship-Trained Rhinologists: A Survey of Past American Rhinologic Society Fellows.

The goals of this study were to understand the trends in recent and past rhinology fellows concerning their demographics, goals, and experiences. An anonymous web-based survey was sent to graduates of the 35 rhinology fellowship programs. The survey included questions regarding the scope of practice, research contribution, societal involvement, fellow satisfaction with training, and current practice patterns. Chi-square testing and logistic regression were used to compare variables across cohorts: 0-5 years versus 6+ years from fellowship graduation, gender, and practice settings. Based on 171 respondents, we found no significant differences in 0-5 versus 6+ year graduates in their desire for an academic job post-fellowship. However, those who graduated 6+ years ago had significantly more success securing one (74% vs 96%, P = 0.004). Between males and females, there were no differences in goal of obtaining an academic job or success in obtaining an academic career. Females were more likely to report they attend academic society meetings regularly. Female rhinologists also reported less satisfaction with overall work-life balance and decreased satisfaction with clinical practice. Physicians in academic settings have poorer work-life balance. Our findings suggest that finding an academic job may be more difficult for recent rhinology fellowship graduates, although still very possible for the majority of graduates. Understanding the reason for these changes may provide insight to current rhinology fellowship directors and trainees interested in pursuing fellowship training.

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.

Work Environment and Academic Staff Performance in Tertiary Institutions in Nigeria

This study is a review study and it was aimed to examine the impact of work environment on academic staff performance in tertiary institutions in Nigeria. Depending on secondary data that were systematically collected from print and online publications. The results collected indicated that the work environment of tertiary institutions influences academic staff job performance. The paper concluded that a good and conducive working environment enhances the job performance of Academic Staff in tertiary institutions. Based on this, the paper suggested that the government and relevant stakeholders in the management of tertiary institutions in Nigeria should ensure that: a conducive work environment should be provided in all tertiary institutions across the country.

The Lived Experiences of Individuals and Coping Strategies in the Context of Internet Gaming Disorder: A Qualitative Study Within Higher Education Setting in Uganda.

Internet Gaming Disorder (IGD), recognized as a mental disorder in both the Diagnostic and Statistical Manual (DSM-5) and International Classification of Diseases (ICD-11), poses significant threats to physical, social, and mental well-being. This study aims to delve into the experiences of individuals grappling with IGD. The study employed an interpretive phenomenology, conducting interviews with 10 graduate students at Makerere University. Participants were purposefully sampled until data saturation was achieved during interviews, which took place between May and July 2023. An interview guide facilitated data collection (Supplementary File 1), and thematic analysis was manually applied for data interpretation, utilizing intuition and imaginative approaches. The findings revealed that the majority of participants started gaming during childhood, starting with offline games. Exposure to gadgets and games, idle time, and stress emerged as key triggers for IGD. Participants reported experiencing sleep deficits, deteriorating interpersonal relationships, declining job performance, unhealthy eating habits, academic challenges, and wastage of money and time. The study also identified strategies employed by participants to mitigate their gaming behaviors, such as refraining from purchasing data, seeking support from friends, and uninstalling the game app, although relapses were common. The study highlights a global pattern of early initiation into gaming, emphasizing the need for early intervention and preventive measures. Factors such as easy accessibility and affordability of gaming platforms, idleness, and stress play significant roles in motivating internet gaming, contributing to a higher prevalence among the studied population. The research underscores the adverse effects of IGD on students, affecting academic performance, interpersonal relationships, and job performance. Notably, participants demonstrate agency in addressing IGD through practical coping strategies, including controlling data access, seeking social support, and uninstalling games. These coping mechanisms provide valuable insights into the complex nature of addressing IGD and form a basis for developing targeted interventions and support systems within the higher education setting in Uganda.

Analysis of Lesotho secondary education aims for curriculum ideologies integration

Addressing the socio-economic, political, and scientific needs of education in the 21st century has proven to be a formidable undertaking. In addition, it is anticipated that governments would offer education that not only improves subject knowledge but also conforms to the ideological concepts that guide education policy at both the elementary and secondary levels, while also meeting the requirements of the community. This study investigated the degree to which the curriculum ideologies are integrated into secondary education, specifically focusing on the aims of secondary education outlined in the Curriculum and Assessment Policy (CAP). A qualitative study of the documents was conducted. The findings revealed that all ideas are present and incorporated in all the objectives. Generally, each objective consists of three ideologies, except for aims one and three, which combine two ideas. The learner-centred ideology, which is included in all nine aims, represents the prevailing ideology. The curriculum is meticulously designed to provide students with a thorough education that prepares them for advanced academic pursuits or job prospects, both inside their own country and abroad. Basotho must actively and vigorously pursue and promote their knowledge goal.

AN ASSESSMENT OF THE IMPACT OF EDUCATIONAL QUALIFICATIONS ON EMPLOYEE JOB PERFORMANCE AMONG GHANAIAN UNIVERSITY ADMINISTRATIVE STAFF

According to CEDEFOP (2014) an educational qualification type is a group of titles/diplomas and/or certificates within a country, sharing similar characteristics in terms of level, duration of related education pathway, and level of labour market entry. Within a qualification type, there are many different qualifications according to content. Qualification is an indication of trust in someone’s personal capabilities (Cedefop, 2012). It is usually a degree, diploma or certificate awarded by a competent authority in recognition that particular programme or qualification outcomes have been achieved following the successful completion of a recognized higher education programme of study (QAA, 2014). A qualification can be a legal entitlement to practice a trade (OECD, 2007). Work or job performance has been used to define employees’ ability to complete assigned duties according to organizational set rules and procedures occasioned by the normal constraints of reasonable utilization of available resources (Ogunley &amp; Osekita, 2016). Fundamentally, performance has been viewed as an evaluation of the results of a person’s behaviour, and it involves determining the behavioural actions on how well or poorly a person has accomplished a task or done a job. It had been concluded as Lussier (2010) believes that to attain high levels of performance by both employees and managers, it is important that organizations to warrant that their employees have the requisite qualifications, the abilities, and the resources to meet organizations objectives. The results of the study proved that there is a strong relationship between educational qualification and job performance. It has been found by 80% of the study’s respondents that by virtue of their educational qualification, they are able to come up with new ideas to perform their jobs very well. Subsequently, when employees’ performance is not at the standard level or above the level set, then organizational leaders have the responsibility to determine which performance factors need to be improved, and what strategies are adopted to improve them. Consequently, administrative staff and employees in general should think of the current gap and challenge within their career path and decide the best program that will help to meet such needs. Finally, to improve the nexus of academic qualifications and job performance, this study recommended that special incentives and grants be made available, as well as be the drivers behind their staff pursuing higher educational qualification.&#x0D; Keywords: Educational Qualification, Employee Job Performance, Administrative Staff.