Relationship Directive and Participatory Administrative Style of Head of Departments and Lecturers’ Job Performance in Tertiary Institutions in Borno State
Keywords:Directive, Participatory, Administrative Style, Job Performance
The role of HODs is central to the effective administration of departments and the promotion of quality teaching and learning. This research examines how the administrative styles of HODs influence the motivation, performance, and overall job productivity of lecturers. In the context of Borno State, which faces unique socio-political challenges, understanding these administrative styles becomes particularly important for maintaining educational resilience. The study employs a correlational research design to explore the relationships between administrative styles and effective teaching and learning. Data were collected from HODs and academic staff in five higher institutions using structured questionnaires. The research instruments included the Path-Goal Leadership Questionnaire (PGLQ) and the Teacher Job Performance Questionnaire (TJPQ). Statistical analyses, including Pearson's Product Moment Correlation Coefficient and Multiple Regression Analysis, were used to assess the relationships between variables. The findings revealed that directive administrative styles had a weak positive relationship with effective teaching and learning, signifying that authoritative leadership approaches could hinder lecturer performance. Conversely, a strong positive relationship was found between participatory administrative styles and effective teaching and learning, emphasizing the benefits of involving lecturers in decision-making processes and fostering collaboration. Results indicated that lecturers generally exhibited positive attitudes toward their roles, but there was room for improvement in certain areas. The study therefore, recommended that, tertiary institutions in Borno State and beyond include promoting participatory leadership training for HODs, enhancing communication channels between administrators and lecturers, and prioritizing lecturer welfare and resource management. These measures can help create a conducive environment for effective teaching and learning in challenging educational landscapes.