Abstract:
The study investigates how job-sharing practices influence academic staff’s perceived
organisational performance of universities in Tanzania. Guided by Herzberg’s Two-Factor
Theory, the study conceptualises job sharing through three responsibility configurations;
shared responsibility, divided responsibility, and unequal ratio splits, and tests their
effects on perceived organisational performance. A positivist cross-sectional survey
design was employed. The institutional study frame comprised operational universities in
Tanzania, while the analytical unit was academic staff; usable data were obtained from
306 academic staff drawn from 11 public and 17 private universities. Data were analysed
using Partial Least Squares Structural Equation Modelling (PLS-SEM) in SmartPLS 4. The
measurement model demonstrated satisfactory indicator reliability, internal consistency,
convergent validity, and discriminant validity. The structural model showed that shared
responsibility, divided responsibility, and unequal ratio splits all had positive and signifi
cant effects on perceived organisational performance. A substantial proportion of the
variance in perceived organisational performance was explained by the model, and
blindfolding results showed adequate predictive relevance. The findings indicate that col
laboration in accountability, clear division of tasks, and transparent workload allocation
are performance-supportive ways of organising shared academic work. The study adds
to job sharing theory by modelling job sharing in the form of a multidimensional
responsibility structure as opposed to a generic flexible work strategy and demonstrating
that unequal ratio divisions are not always performance destructive. The study recom
mends that universities establish formalised job-sharing structures that align work distri
bution with expertise, transparency, and coordination in shared academic work.
