Qualitative Study on Leveraging McGregor’s Theory in Managing Co-Curricular Activities at Secondary School Level of Education in Nigerian
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Date
2026-02-01
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Publisher
Faculty of Education Federal University Gusau, Zamfara State, Nigeria
Abstract
Abstract
In today’s rapidly evolving world, students are expected to excel not only in academics but also in a broad range of life
skills that prepare them for real-world challenges. Therefore, this paper examines the application of McGregor’s Theories
X and Y in the implementation of Co-curricular activities in schools. The primary aim was to align the roles of teachers
and co-curricular coordinators with contemporary management principles that enhance student engagement and
participation. The study critically explored the core assumptions of both theories, highlighting their relevance to
educational leadership. Theory X, which assumes that individuals inherently dislike work and require external control, is
contrasted with Theory Y, which posits that individuals are self-motivated and thrive under supportive, participatory
leadership. These theoretical orientations were analyzed about how co-curricular activities are planned, implemented, and
supervised in school environments. The study revealed that the participatory and motivational qualities of Theory Y closely
align with the objectives of co-curricular activities, which demand creativity, initiative, collaboration, and student-centered
engagement. Consequently, the paper concluded that for optimal outcomes in student development and holistic education,
school leaders and activity coordinators should adopt the flexible, empowering strategies of Theory Y, while selectively
drawing on Theory X in situations that require structure and discipline.
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Citation
https://doi.org/10.64348/zije.2026265