Professional growth opportunities are increasingly recognized as a critical factor influencing employees’ performance in healthcare organizations, particularly among nurses in teaching hospitals. Teaching hospitals operate in complex and demanding environments that require nurses to possess up-to-date clinical knowledge, technical skills, and professional competence. As a result, opportunities for continuous learning, career advancement, training, and mentorship are essential for sustaining high levels of nurses’ performance and quality patient care. Data were collected via structured questionnaires from 1,210 nurses, and analysed using Spearman’s correlation coefficient. The study issues were addressed using the descriptive statistics of frequency, percentages, means, and standard deviation, and the hypotheses were tested at the 0.05 level of significance using the inferential statistics of Spearman's rank-order correlation analysis. The results shows that 644(52.7%) of the participants agreed that vertical growth options exist, 355(29.3%) don’t think so, and 211(17.5%) remain uncertain, 857(70.8%) with mean value (3.61±1.17) of the participants agree that skill development helps nurses climb the ladder, 246(20.4%) disagreed, 688(56.8%) with mean value of (3.29±1.54) feel that their roles are evolving. Findings reveal that salary, recognition, and growth opportunities, exhibit weak and positive relationships with contextual. Growth opportunities were strongly linked to task performance, reinforcing the motivational impact of career advancement pathways.