<p>Early-career academics (ECAs) constitute an integral segment of the academic workforce within universities, embodying experiences that often serve as a reflection of the broader institutional culture. This study employed both quantitative and qualitative approaches to illuminate the multifaceted experiences influencing the ECAs’ job satisfaction and job performance in Tanzanian universities. A 125 structured questionnaire to ECAs and interviews were administered, senior university management officials and academic staff union representatives in selected universities in Tanzania. A correlational research design was employed to determine the relationship between job satisfaction indicators (recognition and responsibility) and job performance. The study indicates that there is statistically significant relationship between recognition job satisfaction and job performance while there is no statistically significant relationship responsibility job satisfaction and job performance. The finding suggests the need for universities to tailor their strategies to create a more satisfying work environment for ECAs’ well-being and professional growth. This study offers insights into an intricate relationship between satisfiers-recognition and responsibility on job performance among ECAs in Tanzanian universities and beyond.</p>