INVESTIGATING STRUCTURAL CAREER PLATEAU AND THE PERFORMANCE OF ACADEMICS IN THE INSTITUTIONS OF HIGHER LEARNING
DOI:
https://doi.org/10.18623/rvd.v23.6233Keywords:
Academics, Career Stagnation, Performance, Structural Career Plateau, Teaching EffectivenessAbstract
The professional growth and productivity of university lecturers are essential drivers of academic excellence, yet structural career plateau remains a persistent challenge in higher education. This research investigates how structural career plateau affects academics’ job performance, with particular attention to career stagnation and its impact on teaching quality. The study focused on a total population of 6,250 academic staff, from which 362 were chosen through stratified sampling using proportional representation. Information was gathered using structured questionnaires, and the data were analysed with descriptive statistical methods and Spearman’s Rank Correlation through SPSS software. The results indicated a strong and statistically significant association between structural career plateau and the performance of academics. The study concludes that structural career plateau significantly impacts academics’ performance. It is recommended that institutions of higher learning adopt policies to improve career progression, institutionalize continuous professional development, and provide mentorship and sabbatical opportunities, thereby enhancing academics’ performances, student outcomes, and overall institutional effectiveness.
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