The performance of university academic staff has become an issue of concern as different governments continue to push for quality higher education globally. It is expected that universities contribute to national development by offering first-class professionals in various fields. This study sought to investigate the effect of occupational stress interventions on the performance of academic staff in selected public universities. The study was guided by: the person-environment fit theory, cognitive dissonance theory as well as broaden and build theory. Moreover, the study was anchored on the philosophical approach of positivism. The study adopted an explanatory design and a cross-sectional survey. Inferential and descriptive statistics were then used to analyze the data. Descriptive statistics were given in terms of percentages, frequencies, and measures of central tendency. Inferential statistics were used to gauge the nature and extent of relationships between variables by using regression analysis at a 0.05 level of significance. The findings show a positive and significant relationship between occupational stress intervention and the performance of academic staff.