Influence of Administrative Style of HODs on Effective Teaching and Learning in Tertiary Institutions in North East Nigeria.

The study was designed to examine the influence of administrative styles of Head of Departments’ on lecturers’ job performance in tertiary institutions in North-East Nigeria. A correlational research design was adopted. The population of the study comprised of academic staff of the five tertiary institutions in Borno State. A simple random sampling technique was employed to select three hundred and eighteen (318) respondents using Research Advisors (2006) table at a 0.05 margin of error. Two standardized instruments were adopted: Indvik’s (1985) Path-Goal Leadership Questionnaire (PGLQ) and Atsebeha’s (2016) Teacher Job Performance Questionnaire (TJPQ). The reliability of these instruments was assessed using Cronbach’s Alpha, yielding coefficients of 0.81 and 0.74, respectively. Data collected were analyzed using multiple regression analysis. Findings revealed that, administrative styles of Head of Departments significantly influenced various aspects of lecturers’ job performance. Supportive and achievement-oriented administrative styles positively impacted teaching planning (p<0.05). Participatory and achievement-oriented administrative styles significantly improved classroom organization (p < 0.05). Moreover, participatory, supportive, and achievement-oriented administrative styles significantly influenced lecturers’ monitoring and evaluation of students’ learning (p < 0.05). The study therefore recommended that HODs should adopt supportive and achievement-oriented leadership while encouraging participatory decision-making and minimizing directive administration. [ABSTRACT FROM AUTHOR]