IMPACT OF SUPPORTIVE AND ACHIEVEMENT ORIENTED ADMINISTRATIVE STYLE OF HEAD OF DEPARTMENTS ON EFFECTIVE TEACHING AND LEARNING AMONG LECTURERS’ IN TERTIARY INSTITUTIONS IN BORNO STATE

Abstract

This study explores the impact of supportive and achievement-oriented administrative styles adopted by Heads of Departments (HODs) on effective teaching and learning among lecturers in tertiary institutions in Borno State, Nigeria. Correlational research design was adopted to examine the relationships between the identified variables. The sample consists of employees from five higher institutions in Borno State, selected through a simple random sampling technique. Two validated instruments, Indvik's Path-Goal Leadership Questionnaire (PGLQ) and Atsebeha's Teacher Job Performance Questionnaire (TJPQ), are employed to measure administrative styles and teaching effectiveness. The study utilizes frequency counts, simple percentages and Pearson's Product Moment Correlation Coefficient for data analysis, revealing significant relationships between supportive and achievement-oriented administrative styles and effective teaching and learning. The study therefore recommended that, tertiary institutions actively promote and cultivate a leadership culture that integrates both supportive and achievement-oriented administrative styles among HODs.

Keywords: Supportive, Achievement Oriented, Administrative Style, Effective Teaching and Learning