ADMINISTRATIVE BEHAVIOR OF SCHOOL ADMINISTRATORS AND

ACADEMIC STAFF PERFORMANCE IN HIGHER INSTITUTIONS IN DELTA

STATE

Background of the Study

Higher education plays a pivotal role in driving socioeconomic progress and

nurturing knowledge-based societies. As stated in the National Policy on Education

(2014), "Higher education is the credible instrument for national development and global

reckoning." It’s effectiveness hinges significantly on strong administrative leadership.

School administrators oversee critical areas like staff recruitment and development,

budgeting and resource allocation, academic program management, student health

services, support services, and encouraging a positive learning environment. The

landscape of public higher education administration in Nigeria is also undergoing

significant transformation. National and state policy reforms are placing new demands on

administrators, focusing on areas like improved staff performance, quality assurance

mechanisms, efficient resource utilization, and integration of technology into teaching

and learning. These reforms require adaptable and innovative leadership approaches from

administrators. In Nigeria, public higher institutions serve as vital centers for developing

skilled human capital, advancing research and innovation, and nurturing critical thinkers

and leaders across various disciplines. It is a vital stage in the educational journey,

preparing students for professional and societal roles, as well as advanced academic

pursuits (Adeyemi, 2012). The significance of higher education in nurturing

knowledgeable and skilled individuals who can contribute effectively to societal and
economic development cannot be overstated (FRN, 2013). To achieve these objectives,

the roles of academic staff and administrators are crucial (Ajayi, 2011).

Academic staff are responsible for implementing the curriculum and playing a key

role in imparting essential knowledge, skills, and attitudes to students (Okebukola, 2007).

Their responsibilities in shaping competent and responsible students are extensive,

including preparing and delivering lectures effectively, managing classroom dynamics,

assessing students' performance through assignments and exams, maintaining accurate

academic records, among others (Eze, 2017). Furthermore, administrators in higher

education institutions play a vital role in creating an environment conducive to academic

excellence (Akande, 2018). They are tasked with providing the necessary support and

resources for academic staff to perform their duties effectively, including ensuring

adequate facilities, promoting professional development opportunities, and fostering a

positive organizational culture and climate (Ofo, 2015).

However, challenges persist within the higher education system, such as

inadequate funding, resource constraints, and administrative inefficiencies, which can

hinder the performance of both academic staff and administrators (Adeyinka, 2015).

Addressing these challenges requires a comprehensive understanding of the

administrative behaviors that influence academic staff performance (Nwachukwu, 2016).

This study aims to explore the impact of various administrative behaviors on the

performance of academic staff in Nigerian public higher institutions, examining factors

such as leadership style, communication, organizational culture, professional

development, and support systems (Ogunsaju, 2020). By identifying and addressing these

factors, higher education institutions can enhance the overall quality of education and

better prepare students for successful integration into society and higher academic

pursuits.

Academic staff performance in public higher education institutions is a

multifaceted concept that significantly influences educational quality and institutional

effectiveness. In the Nigerian context, this performance extends beyond teaching to

include research, mentoring, and community engagement. According to Akinbode and

Olajide (2019), effective teaching in Nigerian higher institutions involves not only

content delivery but also the cultivation of critical thinking skills and the preparation of

students for global challenges. Ogunbiyi (2020) further emphasizes that many Nigerian

lecturers face difficulties in adopting modern, student-centered pedagogies due to large

class sizes and inadequate resources. It is also worthy of note that ethical conduct and

values among higher education graduates sometimes fall short of societal expectations.

Academic staff are tasked with not only imparting knowledge but also shaping the

character of students. This dual responsibility includes ensuring students' academic

success and their social and emotional development. According to Okebukola (2018), the

job performance of academic staff is crucial, as it can be measured by student outcomes

and is closely observed by various stakeholders, including administrators, parents,

policymakers, and society at large.

 The concept of performance in this context can be understood as the effective

execution of teaching and research duties. Eze (2020) describes it as the ability to

combine expertise and strategies to achieve set goals and objectives. The performance of

academic staff is pivotal in ensuring proper instructional delivery in higher education

institutions. This performance is often described as the duties performed by an academic

at a given time within the educational system, all aimed at achieving educational

objectives. According to Jay (2014), academic staff performance is the ability to apply

relevant knowledge to enhance the teaching and learning processes. It also includes the

commitment of staff to carry out their educational responsibilities effectively.

Furthermore, academic staff performance, according to Adeyemi (2011), includes

comprehensive preparation, effective use of teaching materials, and diligent supervision

and monitoring of student work and discipline. These are among the virtues that

educators should uphold to achieve educational goals.

Several factors can impact academic staff performance, including administrative

challenges, evaluation methods, discipline management, and heavy workloads. Issues

such as inadequate salaries, promotion delays, poor working conditions, and lack of

respect for the academic profession can also play significant roles. An environment

conducive to effective teaching and learning is crucial, and any shortfall can adversely

affect academic staff performance. Obioma (2019) highlights that inadequate

remuneration and poor working conditions have led to a significant brain drain in

Nigerian public higher institutions, further exacerbating the challenges faced by academic
staff. Other factors influencing academic staff performance include the availability of

professional development opportunities, supportive institutional policies, and adequate

resources. An effective academic administrator ensures that staff have access to

continuous learning opportunities and the resources needed for teaching and research.

Proper coordination of teaching aids and materials is necessary for effective instruction

and learning, and a supportive administrative environment can greatly enhance these

processes. Adebayo (2021) argues that leadership styles, organizational culture, and

professional development opportunities are key determinants of staff motivation and

productivity. She notes that autocratic leadership styles, prevalent in many Nigerian

institutions, can stifle creativity and innovation among academic staff.

Job satisfaction also emerges as a critical determinant of performance. Adedeji and

Olaniyan (2019) highlight the importance of adequate compensation, opportunities for

career advancement, and recognition in determining job satisfaction among Nigerian

academics. Their research suggests that improved job satisfaction correlates strongly with

enhanced teaching effectiveness and research productivity. Nwafor and Opuene (2021)

found that well-designed performance appraisal mechanisms can significantly influence

the motivation and productivity of academic staff in public universities. However, they

caution that such systems must be transparent, fair, and aligned with institutional goals to

be effective.
 The broader socio-economic context in which Nigerian public higher institutions

operate cannot be overlooked. Issues such as political instability, economic fluctuations,

and societal expectations all exert influence on the working conditions and performance

of academic staff. Okafor (2022) notes that addressing these broader challenges requires

comprehensive reforms that span both institutional and national levels. By addressing

these factors, higher education institutions can improve academic staff performance,

ultimately contributing to the overall quality of education and better preparing students

for societal contributions and higher academic pursuits. The interplay of administrative

behavior and academic staff performance is crucial in this regard, as effective

administrative practices can create an environment where academic excellence can thrive.

As Akinwande (2023) argues, enhancing academic staff performance in Nigerian public

higher institutions requires strategic investments in research infrastructure, pedagogical

training, and fair performance appraisal systems, alongside encouraging an institutional

culture that values and rewards excellence in teaching, research, and community

engagement.

Worthy of note is the fact that high-performing academic staff are essential for

maintaining the quality of education, enhancing student learning outcomes, and

contributing to the overall reputation and competitiveness of higher institutions. They

serve as mentors, facilitators, and catalysts for intellectual growth, challenging students to

think critically, explore new frontiers of knowledge, and develop the necessary skills to

thrive in an increasingly complex and dynamic world. Peretomode (2008) acknowledged

that the quality of any educational system depends on the quality of its teachers.

Furthermore, the research productivity and scholarly contributions of academic staff play

a crucial role in advancing scientific understanding, addressing societal challenges, and

fostering technological advancements. Their ability to engage in high-quality research,

publish in reputed academic journals, and secure competitive research grants not only

enhances the institution's prestige but also contributes to the broader academic discourse

and knowledge ecosystem (Peretomode, 2008). Furthermore, Okebukola (2008) asserts

that academic staff quality is a major determinant of the quality of graduates produced by

a university. In this context, ensuring optimal performance from academic staff becomes

a paramount concern for higher education administrators, as it directly impacts the

institution's ability to achieve its educational and research objectives, while also shaping

the future trajectories of its graduates and the communities they serve. As emphasized by

Ajayi and Ayodele (2001), "Effective administration of higher education institutions is

crucial for maximizing the potential of academic staff and fostering a conducive

environment for teaching, learning, and research."

The concept of administrative behavior has been explored extensively in scholarly

literature, offering various definitions that highlight its multifaceted nature.

Understanding these definitions provide a foundation for analyzing how administrative

behavior influences academic staff performance. Herbert A. Simon, a pioneering figure in

the field of administrative behavior, defines it as "the processes by which organizations

establish goals and pursue them through the coordinated efforts of their members"
(Shneiderman, 2016). Simon's definition emphasizes the goal-oriented nature of

administrative behavior and the importance of coordination and collaboration within an

organization. Also, in their influential work, March and Simon (1958) as cited in

Shneiderman, (2016) define administrative behavior as the behaviors and actions taken

by individuals in leadership positions to manage and direct the activities of an

organization towards achieving its objectives. This definition highlights the role of

leadership and management in guiding organizational activities and achieving goals.

Chester I. Barnard (1938) offers another perspective, defining administrative behavior as

"the actions and decisions taken by administrators to maintain the equilibrium and

efficiency of an organization." Barnard's definition underscores the importance of

maintaining organizational stability and efficiency through effective administration.

Golembiewski (1977) defines administrative behavior as "the patterns of behavior

exhibited by administrators in the exercise of their duties, which include decision-

making, communication, leadership, and resource management." This definition

encapsulates the various dimensions of administrative behavior, highlighting its

complexity and breadth.

Drawing from these scholarly definitions, administrative behavior can be

comprehensively defined as the set of actions, decisions, and strategies employed by

administrators to manage and direct the activities of an organization. It encompasses

various dimensions, including leadership style, communication practices, resource

allocation, interpersonal relationships, conflict resolution, and goal-setting processes.

Each of these components plays a vital role in shaping the performance of academic staff

and the overall functioning of the institution. Also note that the performance of academic

staff is further influenced by various factors including individual abilities, motivation,

workload, and institutional support. Effective administrative behavior can positively

impact academic staff performance by providing the necessary support resources on the

conducive work environment

Administrative behavior is influenced by various factors such as organizational

culture, policies, and individual characteristics, and it plays a crucial role in shaping the

overall performance and outcomes of an administrative unit or organization (Ayodele,

2001). Essentially, Administrative behavior encompasses a wide range of activities,

including decision-making, communication, leadership, resource management, and

organizational culture, all of which directly impact the overall performance and

effectiveness of academic staff.

Leadership style significantly influences the effectiveness of school administrators

and the performance of academic staff in public higher institutions. Leadership styles can

generally be categorized into autocratic, democratic, and laissez-faire, each with distinct

characteristics and impacts on staff performance and organizational culture. Autocratic

leadership is characterized by centralized decision-making where the leader exercises

significant control over all aspects of the institution and makes decisions with little to no

input from staff. This style can be effective in situations requiring quick decision-making

or where strict compliance with policies is essential. However, in the context of academic
institutions, autocratic leadership often leads to a stifling environment where creativity

and innovation are suppressed. Arogundade and Arogundade (2018) note that in Nigerian

higher education, autocratic leadership can result in low staff morale and job

dissatisfaction due to the lack of involvement and recognition of staff contributions. This

leadership style tends to create a hierarchical and rigid work environment, which can

hinder collaboration and open communication. While it may ensure compliance and

order, it often does so at the cost of staff engagement and motivation. Democratic

leadership, also known as participative leadership, involves shared decision-making and

active participation of staff in the administration of the institution. This style is associated

with higher levels of staff engagement, job satisfaction, and overall performance.

According to Babalola (2019), democratic leadership in Nigerian universities encourages

a collaborative and inclusive culture where academic staff feel valued and respected. In a

democratic leadership model, staff are encouraged to share their ideas and contribute to

institutional decisions, enhancing a sense of ownership and accountability. This inclusive

approach not only increases motivation and morale but also taps into the diverse expertise

and perspectives of the staff, leading to better-informed decisions and innovative

solutions. For instance, involving academic staff in curriculum development and policy

formulation can result in more effective and relevant educational programs. Laissez-faire

leadership is characterized by a hands-off approach where leaders provide minimal

direction and allow staff to take responsibility for their own tasks and decision-making.

This style can be effective when dealing with highly skilled and self-motivated staff who

require little supervision. However, in the context of Nigerian higher education, laissez-
faire leadership can sometimes lead to ambiguity, lack of direction, and reduced

productivity. Onuoha (2020) highlights that while laissez-faire leadership can empower

staff and promote autonomy, it can also result in a lack of coherence and coordination if

not managed properly. In situations where clear guidance and support are needed, this

leadership style may fail to provide the necessary structure, leading to confusion and

inefficiencies. Transformational leadership, characterized by inspiring and motivating

staff through a shared vision, has been shown to positively influence academic staff

performance. According to Aladejana (2018), transformational leaders in Nigerian

universities create a supportive environment that encourages innovation and collaboration

among staff. This leadership style involves engaging with staff, recognizing their

contributions, and promoting a sense of ownership and commitment to institutional goals.

Conversely, transactional leadership, which focuses on supervision, organization, and

performance-based rewards and punishments, can sometimes lead to a more rigid and

less innovative work environment. Oboegbulem and Onwurah (2018) argue that while

transactional leadership can be effective in maintaining order and ensuring compliance

with institutional policies, it may not adequately address the intrinsic motivational needs

of academic staff. This approach can result in a lack of creativity and reduced job

satisfaction as staff may feel their contributions are not valued beyond meeting set

targets. Eze (2017) highlights the importance of adaptive leadership in the Nigerian

higher education context, where administrators adjust their leadership style based on

situational needs and staff dynamics. Adaptive leaders are flexible and responsive,

enabling them to effectively manage diverse teams and complex institutional challenges.
 Effective communication is essential for successful administration and the

performance of academic staff in public higher institutions. Clear, transparent, and

inclusive communication nurtures an environment of trust, collaboration, and mutual

respect. Adeyemi and Bolarinwa (2018) emphasize that open communication channels

between administrators and academic staff are crucial for building a cohesive and

motivated workforce. Regular feedback, participatory decision-making, and transparent

dissemination of information enable academic staff to feel valued and involved in

institutional processes. In Nigerian universities, the communication practices adopted by

school administrators significantly influence staff morale and performance. Oyewole

(2019) highlights that effective communication not only addresses the immediate needs

and concerns of academic staff but also aligns them with the broader goals and vision of

the institution. This alignment is critical for achieving institutional objectives and

fostering a culture of continuous improvement. Moreover, inclusive communication

practices, where staff input is solicited and considered in decision-making, enhance staff

commitment and ownership of institutional goals. However, inadequate or poor

communication can lead to misunderstandings, reduced morale, and conflict among staff.

Adeyemi (2018) notes that unclear or inconsistent communication can create confusion

and frustration, undermining staff performance and job satisfaction. For instance, when

academic staff are not adequately informed about policy changes, resource allocations, or

performance expectations, they may feel marginalized and disconnected from the

institutional mission. Adeyemi (2018) notes that some school administrators have

implemented structured communication strategies that ensure timely and accurate

information flow. Regular meetings, clear communication protocols, and the use of

multiple communication channels can help bridge gaps and develop a more inclusive and

supportive work environment. Additionally, training in effective communication skills

for both administrators and academic staff further enhances the quality of interactions and

collaboration within the institution (Oyewole 2019).

A positive organizational culture and climate are fundamental to establishing a

productive and supportive work environment in public higher institutions. Ajayi and

Ekundayo (2019) note that organizational culture encompasses the values, beliefs, and

behaviors that characterize an institution, while organizational climate refers to the shared

perceptions and attitudes of staff about their work environment. They further argue that a

culture promoting mutual respect, inclusivity, and recognition of achievements

significantly contributes to the well-being and performance of academic staff in Nigerian

universities. A positive organizational culture is characterized by open communication,

collaborative practices, and a focus on continuous improvement. Ojo and Olaniyan

(2020) highlight that when academic staff perceive their institution as supportive and

their contributions as valued, they are more likely to exhibit higher levels of engagement,

motivation, and performance. For instance, recognizing and rewarding academic

achievements can boost morale and encourage staff to strive for excellence in their

teaching and research activities. Moreover, a positive organizational climate marked by

clear goals, supportive leadership, and a sense of belonging enhances staff morale and

productivity. Aluko (2018) notes that when the cultural values of the institution align
with the personal values of the staff, it leads to greater organizational coherence and

effectiveness. This alignment fosters a sense of shared purpose and commitment to

institutional goals, which is critical for achieving academic excellence. Aluko (2018)

emphasizes that a positive organizational culture and climate require deliberate efforts

from school administrators. This includes implementing policies that promote equity,

diversity, and inclusion, as well as providing opportunities for professional growth and

development. Additionally, creating a supportive work environment where staff feel safe

to express their ideas and concerns is essential for maintaining a positive climate.

Professional development opportunities are essential for the continuous growth

and effectiveness of academic staff in public higher institutions. These opportunities

enable staff to acquire new skills, update their knowledge, and stay abreast of the latest

developments in their fields. Ezeala and Ezeala (2018) argue that ongoing training and

development programs significantly enhance academic staff performance in Nigerian

universities. By equipping staff with the necessary skills and knowledge, these programs

sustain a culture of excellence and innovation. Nwangwu (2019) suggests that institutions

that invest in the professional development of their staff not only enhance individual

capabilities but also promote a culture of lifelong learning and continuous improvement.

This investment can take various forms, including workshops, seminars, conferences, and

advanced degree programs. Providing access to these opportunities demonstrates the

institution's commitment to the personal and professional growth of its staff, which in

turn can boost morale and job satisfaction. Moreover, Agbionu (2020) emphasizes that
professional development initiatives should be strategically aligned with institutional

goals. This alignment ensures that the development programs meet both the needs of the

staff and the broader objectives of the institution. For example, if an institution aims to

enhance its research output, it should provide training in advanced research

methodologies, grant writing, and publication strategies. By aligning professional

development with strategic goals, institutions can ensure that their investment in staff

development yields tangible benefits for both the staff and the institution. However,

providing effective professional development opportunities requires more than just

offering programs; it involves creating a supportive environment that encourages

participation and application of new skills (Agbionu, 2020)

An effective organizational support system is vital for maintaining high levels of

academic staff performance in public higher institutions. This system includes providing

adequate resources, mentorship, and a supportive work environment. Nwaocha (2018)

emphasizes that access to resources such as funding for research, teaching materials, and

technological tools is crucial for academic staff to perform their duties effectively. When

staff have the necessary resources at their disposal, they are better equipped to deliver

quality education and conduct impactful research. Additionally, mentorship programs can

play a significant role in the professional development of academic staff. Ofoegbu (2009)

highlights that experienced mentors can provide guidance, support, and advice to junior

staff, helping them navigate the challenges of academia and develop their careers.

Mentorship can also foster a sense of belonging and community within the institution,
enhancing job satisfaction and retention rates. Furthermore, a supportive work

environment that promotes work-life balance and addresses the well-being of staff is

essential. When academic staff feel supported and valued, they are more likely to be

motivated and committed to their roles. This includes providing flexible work

arrangements, opportunities for professional growth, and a positive organizational culture

that recognizes and rewards achievements. Ajayi (2020) notes that institutions with

strong organizational support systems often see higher levels of staff engagement,

productivity, and overall job satisfaction.

Conflict resolution is another critical aspect that impacts the performance of

academic staff in public higher institutions. Effective conflict resolution strategies are

essential for maintaining a harmonious work environment and ensuring that staff can

focus on their academic responsibilities. Obi (2019) points out that unresolved conflicts

can lead to a toxic work environment, reduced morale, and decreased productivity.

Therefore, it is crucial for school administrators to implement effective conflict resolution

mechanisms that address issues promptly and fairly. One effective strategy for conflict

resolution is the establishment of clear policies and procedures for addressing grievances

and disputes. These policies should be transparent, accessible, and consistently applied to

ensure that all staff feel their concerns are taken seriously. Emechebe (2020) suggests that

training in conflict resolution skills for both administrators and academic staff can also be

beneficial. This training can equip individuals with the tools and techniques needed to

manage and resolve conflicts constructively. Moreover, encouraging open

communication and mutual respect can prevent conflicts from escalating and promote a

positive work environment.

Research collaboration and teamwork are essential components of academic

success in public higher institutions. Collaborative research efforts can lead to significant

advancements in knowledge, innovation, and the overall academic reputation of the

institution. Okebukola (2018) emphasizes that nurturing a collaborative research culture

encourages academic staff to work together, share ideas, and leverage each other’s

expertise. This collaborative approach can lead to more comprehensive and impactful

research outcomes. Teamwork also plays a vital role in the effective functioning of

academic departments and the institution as a whole. When academic staff work together

as a cohesive team, they can achieve common goals more efficiently and effectively.

Akinbode (2019) notes that teamwork nurtures a sense of community and shared purpose,

which can enhance job satisfaction and motivation. Collaborative initiatives, such as

interdisciplinary research projects and team-teaching, can also provide opportunities for

professional development and the exchange of knowledge and skills. However,

successful research collaboration and teamwork require a supportive environment that

promotes trust, open communication, and mutual respect.

Motivation is a key factor that influences the performance of academic staff in

public higher institutions. Motivated staff are more likely to be engaged, productive, and

committed to their roles. Various factors can impact the motivation levels of academic

staff, including recognition, career advancement opportunities, and a supportive work

environment. Udeani (2018) highlights that recognizing and rewarding the achievements

of academic staff can significantly boost their motivation and job satisfaction. This

recognition can take various forms, such as awards, promotions, and public

acknowledgment of contributions. Career advancement opportunities are also crucial for

maintaining high levels of motivation among academic staff. Nwadiani (2019) suggests

that providing clear pathways for career progression and opportunities for professional

growth can enhance motivation and retention rates. This includes offering access to

advanced training, research grants, and leadership development programs. Additionally, a

supportive work environment that promotes work-life balance, addresses the well-being

of staff, and nurtures a positive organizational culture can enhance motivation. When

academic staff feel valued and supported, they are more likely to be motivated and

committed to their roles. Furthermore, intrinsic motivation, which stems from the

inherent satisfaction and fulfillment derived from the work itself, plays a significant role

in academic staff performance. Eze (2020) argues that creating a culture that encourages

creativity, innovation, and intellectual curiosity can enhance intrinsic motivation.

Providing opportunities for academic staff to pursue their research interests, engage in

meaningful teaching experiences, and contribute to the academic community can lead to

higher levels of motivation and job satisfaction.

Furthermore, the dynamics of administrative behaviors and their outcomes are

influenced by variables such as sex, academic qualification, type of school, and

administrators' experience. These variables can shape the leadership style,

communication practices, and overall effectiveness of school administrators.

Sex can play a role in shaping administrative behaviors and outcomes. Gender

differences in leadership styles and communication practices impact in no small way the

effectiveness of school administrators. For example, female administrators may exhibit

more collaborative and inclusive leadership styles, while male administrators may adopt

more autocratic approaches. Nwankwo (2018) suggests that gender diversity in

leadership can lead to more balanced decision-making and improved organizational

outcomes. Additionally, gender biases and stereotypes can influence the perception and

evaluation of administrative behaviors. Female administrators may face challenges in

asserting authority and gaining respect, while male administrators may be perceived as

more competent and authoritative.

Academic qualification is another important variable that can influence

administrative behaviors and outcomes. Administrators with higher academic

qualifications may have a deeper understanding of academic processes and greater

credibility among academic staff. Ezeokoli (2019) argues that administrators with

advanced degrees are better equipped to lead academic institutions and make informed

decisions that align with institutional goals. Furthermore, administrators with a strong

academic background may be more supportive of research and professional development

initiatives, enhancing a culture of academic excellence and continuous improvement.

However, academic qualifications alone are not sufficient for effective administration.
Practical experience, leadership skills, and interpersonal competencies are also crucial for

successful administration. (Nwankwo, 2018)

The type of school, such as public or private, can also impact administrative

behaviors and outcomes. Public higher institutions may face different challenges and

constraints compared to private institutions, influencing the leadership style and decision-

making processes of administrators. Public institutions often operate under stricter

regulations and limited resources, requiring administrators to be more strategic and

resourceful in their management practices. On the other hand, private institutions may

have more flexibility and access to resources, allowing administrators to implement

innovative and student-centered approaches. Adebayo (2020) suggests that understanding

the unique context and challenges of different types of schools is essential for effective

administration.

Administrators' experience is a critical variable that shapes their behaviors and

outcomes. Experienced administrators are likely to have a better understanding of

institutional dynamics, effective management practices, and strategies for addressing

challenges. According to Adigun (2018), experienced administrators are more adept at

navigating complex situations, making informed decisions, and building positive

relationships with academic staff. Their experience can also provide valuable insights

into the needs and concerns of staff, enabling them to implement policies and practices

that enhance staff performance and job satisfaction. Olaniyan (2019) argues that

administrators with extensive experience are likely to have developed strong networks
and relationships within the academic community, facilitating collaboration and resource

sharing. However, less experienced administrators may face a steep learning curve,

requiring additional support and training to develop their leadership capabilities.

However, it is important to recognize that experience alone is not a guarantee of effective

administration. Continuous learning, adaptability, and a commitment to professional

growth are essential for administrators to remain effective in their roles (Olaniyan, 2019).

In summary, there has been a growing recognition of the importance of

administrative behavior in higher education settings, particularly in relation to academic

staff performance. Academic staff, including lecturers, researchers, and support staff, are

at the core of the teaching, research, and service missions of higher education institutions.

Their performance and productivity are influenced by various factors, including

administrative support, leadership, communication channels, and organizational climate.

Despite the significance of administrative behavior in shaping academic staff

performance, there is limited empirical research focusing on this relationship, especially

within the context of Delta State, Nigeria. Existing studies often overlook the specific

dynamics and challenges faced by higher education institutions in Delta State, which may

have unique cultural, socio-economic, and institutional characteristics.

Statement of the Problem

The performance of academic staff in Nigerian public higher institutions is

essential for achieving educational excellence and preparing students for their

professional and societal roles. However, this performance is often hindered by various

administrative challenges. Academic staff activities encompass preparing and delivering

lectures, managing classroom dynamics, assessing students' performance through

assignments and exams, maintaining accurate academic records, conducting research,

mentoring students, engaging in co-curricular and extracurricular activities, and

participating in community service. Observations have shown that some academic staff

members tend to deliver lectures without adequately engaging students or enhancing their

learning experiences. This has raised significant concerns among parents, students, and

other stakeholders about the dedication and effectiveness of lecturers in fulfilling their

educational responsibilities. Effective teaching is reflected in lecturers' attitudes, their use

of teaching aids, student assessments, classroom management, and other interactions with

students and colleagues.

Furthermore, the administrative behavior of school administrators in public higher

institutions plays a crucial role in shaping the performance of academic staff. It has been

noted that some administrators do not demonstrate sufficient interest in the welfare of

their lecturers, fail to delegate authority appropriately, and lack effective communication

with their staff. These deficiencies in administrative practices contribute to a lack of

support and motivation among academic staff, ultimately impairing their performance.
 By examining factors such as leadership style, communication, organizational

culture, professional development opportunities, and support systems, the study aims to

identify and address the administrative behaviors that significantly affect academic staff

performance. Improving these administrative practices is vital for enhancing the quality

of education and better preparing students for their future societal and professional

contributions.

Therefore, this research endeavors to address the pressing question: How does the

administrative behaviour of school administrators in Delta State's higher education

institutions influence the performance of academic staff, and what are the implications for

the quality and effectiveness of these institutions?

Research Questions

1. What are the Administrative behaviour exhibited by school administrators in

public higher institutions in delta state?

2. How does the leadership style of school administrators influence academic staff

performance in public higher institutions in delta state?

3. How does school administrators foster a positive organizational culture and

climate and how does it impact academic staff performance in public higher

institutions in delta state?

 4. How does administrative communication practices, such as transparency, feedback

mechanisms, and participative decision-making impact academic staff

performance in public higher institutions in delta state?

5. What is the influence of resource allocation strategies, including funding for

research, professional development opportunities, and supportive infrastructure, on

the teaching effectiveness and research productivity of academic staff?

6. How does administrative interpersonal relationships and conflict resolution

approaches impact academic staff performance in public higher institutions in

delta state?

7. How does administrative approach to Research, collaboration and teamwork

impact academic staff performance in public higher institutions in delta state?

8. What are the potential gaps or areas for improvement in administrative behavior

and practices that could enhance academic staff performance in Delta State higher

institutions?

Research Hypotheses

Based on the research questions, here are some null hypotheses that will be

formulated for the study:

1. There is no significant relationship between the administrative behaviors exhibited

by school administrators and academic staff performance in public higher

institutions in Delta State.

2. There is no significant relationship between the leadership style of school

administrators and academic staff performance in public higher institutions in

Delta State.

3. There is no significant relationship between the ways school administrators foster

a positive organizational culture and climate and academic staff performance in

public higher institutions in Delta State.

4. There is no significant relationship between administrative communication

practices, such as transparency, feedback mechanisms, and participative decision-

making, and academic staff performance in public higher institutions in Delta

State.

5. There is no significant relationship between resource allocation strategies,

including funding for research, professional development opportunities, and

supportive infrastructure, and the teaching effectiveness and research productivity

of academic staff in public higher institutions in Delta State.

6. There is no significant relationship between administrative interpersonal

relationships and conflict resolution approaches and academic staff performance in

public higher institutions in Delta State.

 7. There is no significant relationship between administrative approaches to research

collaboration and teamwork and academic staff performance in public higher

institutions in Delta State.

Purpose of the Study

The main purpose to investigate the relationship between administrative behavior

and academic staff performance in higher institutions within Delta State, Nigeria.

Specifically, the study aims to:

1. Identify the key administrative behaviors that significantly influence academic

staff performance, including communication practices, decision-making

approaches, leadership styles, resource management strategies, interpersonal

relationships, conflict resolution methods, and goal-setting processes.

2. Examine the influence of different leadership styles employed by administrators

on academic staff performance in public higher institutions in delta state.

3. Evaluate the impact of organizational culture and climate, on academic staff

performance in public higher institutions in delta state.

4. Evaluate the impact of administrative communication practices, such as

transparency, feedback mechanisms, and participative decision-making, on staff

engagement, morale, and overall performance.

 5. Assess the influence of resource allocation strategies, including funding for

research, professional development opportunities, and supportive infrastructure,

and the teaching effectiveness and research productivity of academic staff in

public higher institutions in Delta State.

6. Explore the role of administrative interpersonal relationships and conflict

resolution approaches impact academic staff performance in public higher

institutions in delta state.

7. Investigate the influence of administrative approach to Research, collaboration

and teamwork impact academic staff performance in public higher institutions in

delta state.

8. Identify potential gaps or areas for improvement in administrative behavior and

practices that could enhance academic staff performance in Delta State higher

institutions.

Significance of the Study

The study will be significant to higher institution administrators, academic staff,

students, and policy makers (government) in Delta State, Nigeria.

It will help improve administrative effectiveness in public higher institutions in Delta

State. It will provide insights into key indices of effective administrative behavior such as

leadership style, communication, interpersonal relationships, and motivation. This

knowledge will enable administrators to create a conducive environment for Staff and

students to grow and succeed academically.

The study will help academic staff understand how administrative behaviors

influence their performance and, consequently, student outcomes. It will provide

guidance on how to better engage with institutional leadership, participate in decision-

making processes, and improve their teaching practices. It will indirectly benefit students

as improved administrative practices and academic staff performance are likely to

enhance the overall quality of education and student achievements.

The findings will assist in formulating policies that favour effective

administration, support academic staff, and ultimately improve student performance in

public higher institutions in Delta State. It may guide decisions on resource allocation,

professional development programs, and institutional reforms. The study will also

contribute to the body of knowledge in Educational Management, particularly in the

context of Delta State and Nigeria at large. It will provide vital data for researchers and

scholars, potentially stimulating further research on administrative behaviour and

academic performance in higher education institutions across Nigeria.

The research will also help institutional development as it will highlight areas

where administrators need to focus to improve or ensure high academic performance in

public higher institutions. This includes relating effectively with academic staff, students,

parents, and the broader community where the institution is located. The findings will

further provide a foundation for further studies in other states of Nigeria, allowing for
comparative analyses and broader understanding of administrative behaviors and their

impact on academic performance in higher education.

Scope and Delimitation of the Study

This study explores the administrative behavior of school administrators in public

higher institutions in Delta State, Nigeria, and its impact on academic performance. It

specifically examines the leadership style, communication skills, resource management,

organizational culture, professional development, and support systems of school

administrators and how these factors influence the performance of academic staff. The

focus is on teaching effectiveness, research productivity, and community engagement as

measures of academic staff performance.

The scope is limited to public higher institutions in Delta State, Nigeria, excluding

private institutions and other states. This delimitation allows for a detailed examination of

the unique context and challenges within public higher education in Delta State. The

study considers only academic staff and school administrators, excluding non-academic

staff and students.

Definitions of some key terms

Administrative Behavior: The pattern of actions, decisions, and practices exhibited by

administrators or leaders within an organization, encompassing elements such as

leadership styles, communication approaches, resource allocation strategies, decision-

making processes, and interpersonal relationships.

Academic Staff Performance: The measure of effectiveness, productivity, and quality

of work demonstrated by faculty members or academic personnel in carrying out their

primary responsibilities, which typically include teaching, research, publication, and

service to the institution and the broader academic community.

Public Higher Institutions: Educational establishments that offer tertiary-level

education, such as universities, polytechnics, or colleges, and are owned and operated by

the government or state authorities, rather than private entities.

Vice-Chancellor: The chief executive officer and highest-ranking administrative

authority of a university in Nigeria, responsible for overseeing the institution's overall

operations, academic programs, and administrative policies.

Leadership Styles: The various approaches and techniques employed by leaders or

administrators in guiding, motivating, and influencing their subordinates or team

members, such as autocratic, democratic, transformational, or laissez-faire styles.

Communication Practices: The methods and strategies used by administrators to

convey information, instructions, and feedback to academic staff, as well as to facilitate

open dialogue and exchange of ideas within the institution.

Resource Management: The processes and strategies employed by administrators to

allocate and utilize various resources effectively, including financial resources, physical

infrastructure, human resources, and other assets necessary for the smooth functioning of

the institution.

Interpersonal Relationships: The professional and personal connections, interactions,

and dynamics that exist between administrators and academic staff, as well as among the

staff members themselves, within the higher education institution.

Conflict Resolution: The approaches and methods utilized by administrators to address

and resolve disputes, disagreements, or conflicts that may arise among academic staff or

between staff and administration, with the aim of maintaining a harmonious and

productive work environment.