This study examined the relationship between instructional materials and ICT facilities with the job performance of academic staff in public universities in Southwest Nigeria. Adopting a descriptive survey design, the research encompassed 8,724 academic staff across six states, with a sample of 1,320 participants selected through a multi-stage sampling process. Two validated and reliable instruments, the Materials Resource Situation Questionnaire (MRSQ) and the Academic Staff Job Performance Questionnaire (ASJPQ), were employed to collect data. Hypotheses were tested using Pearson’s Product Moment Correlation analysis at a 0.05 significance level, while descriptive statistics were used to address research questions. Results indicated a significant positive relationship between instructional materials and job performance (r = 0.638, p < 0.05), suggesting that the availability and quality of instructional resources directly enhance academic staff performance. This finding aligns with previous research highlighting the impact of instructional materials on effective teaching and institutional quality. The study also revealed a significant positive relationship between ICT facilities and job performance (r = 0.412, p < 0.05), emphasising the role of ICT in improving teaching, research, and administrative tasks. Adequate ICT resources were linked to increased efficiency and job satisfaction among academic staff. These findings underscore the importance of robust investments in instructional materials and ICT facilities to foster a conducive learning environment and optimise staff performance. Institutions that prioritise these resources are better positioned to enhance educational quality and achieve superior student outcomes. The study recommends that universities regularly update instructional materials to accommodate diverse learning needs and modernise ICT facilities to align with current educational demands.

Keywords: Instructional Materials, ICT Facilities, Job Performance, Academic Staff, University,

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