Navigating the Dual Demands: The Impact of Polychronicity, Work-School Facilitation, and Organisational Support on Academic Performance among Ghanaian Postgraduate Students.

This study investigated the impact of polychronicity, work-school facilitation, and organisational support on the academic performance of postgraduate distance students in Ghana. The quantitative approach and explanatory research design were employed. The researchers collected data from 341 postgraduate students across three universities offering distance education programs via a structured questionnaire. The research utilised a three-wave survey approach and analysed the data using structural equation modelling. The results showed that polychronicity does not significantly affect academic performance. The study found that work-school facilitation fully mediates the relationship between polychronicity and academic performance of postgraduate students. Finally, organisational support significantly moderates the relationship between polychronicity and both academic performance and work-school facilitation. The findings suggest that organisational support is crucial in mitigating the potential stress associated with multitasking and in easing better academic outcomes. This study contributes to the existing literature by highlighting the importance of organisational support and work-school facilitation in enhancing academic performance. It provides practical implications for educational institutions and employers to create supportive environments that can improve student outcomes.