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The main objective of the study was to assess the impact of conscientiousness (CON) and agreeableness (AG) on contextual performance (CP). Also, to identify the mediating role of self-efficacy of staff on the relationship between conscientiousness and agreeableness on contextual performance. The study is exploratory in nature that established a theoretical concept for hypotheses testing guided by learning theory and the theory of individual differences in task and contextual performance. The research used quantitative data collected from 150 faculty members of private higher education institutions in Oman using a self-administered questionnaire measuring instrument items on a seven-point Likert scale. The outcomes of statistical analysis revealed that conscientiousness and agreeableness positively influence contextual performance. Furthermore, self-efficacy partially mediates the relationship between CON and CP, and AG and CP. This research contributes significantly to the literature and provides an insight into predictors of contextual performance in the academic environment. The results of the study indicate the need to explore employees' intrinsic motivation for transformational leadership.
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