COMBINED EFFECTS OF POWER-ORIENTED WORKPLACE CULTURE AND TRANSACTIONAL LEADERSHIP STYLE ON BUSINESS EDUCATORS’ PERFORMANCE IN TERTIARY INSTITUTIONS IN ANAMBRA STATE, NIGERIA
Abstract
This study determined the combined effects of power-oriented workplace culture and transactional leadership style as correlate of business educators’ performance in Anambra State, Nigeria. Two research questions and three null hypotheses guided the study. The study adopted correlation research design, and 112 business educators in public tertiary institutions in Anambra State that offer business education programme were studied without sampling. Three instruments namely; Power-oriented Workplace Culture Survey (PWCS), Transactional Leadership Style Survey (TLSS) and Business Educators’ Performance Questionnaire (BEPQ)) with 10 items, 10 items and 15 items, and structured in four point rating scales were used for data collection. Face and construct validity of the instrument were established by three experts in the Vocational Education and Educational Foundations of Chukwuemeka Odumegwu Ojukwu University. Trial-testing was used to establish the reliability of the instruments and data collected were analyzed using Cronbach Alpha and Coefficient values of.73, .90 and .78 obtained for PWCS, TLSS and BEPQ respectively. The researcher and three research assistants were involved in administering copies of the questionnaires to the respondents. Pearson product moment correlation and multiple regression analysis were used to carry out the data analysis. Findings revealed that weak and negative relationships existed between power-oriented culture, transactional leadership style and business educators’ performance. Based on the findings of the study, the researcher concluded that adoption of power-oriented culture and transactional leadership style do not necessarily increase business educators’ performance. It was recommended among others that; administrators of tertiary institutions in Nigeria should pay attention to power-oriented culture that leads to centralization of authority, resulting in incidences of task avoidance, and increased workload for business educators. Elimination of these undesirable factors can facilitate improved performance of business education lecturers.
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