Qualitative Study on Leveraging McGregor’s Theory in Managing Co-Curricular Activities at Secondary School Level of Education in Nigerian

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dc.contributor.authorALIYU Kehinde Hassan, HASSAN Ibrahim
dc.date.accessioned2026-05-05T14:31:17Z
dc.date.available2026-05-05T14:31:17Z
dc.date.issued2026-02-01
dc.description.abstractAbstract 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.
dc.description.sponsorshipSelf Sponsor
dc.identifier.citationhttps://doi.org/10.64348/zije.2026265
dc.identifier.issn2814 – 1369
dc.identifier.urihttps://kwasuspace.kwasu.edu.ng/handle/123456789/6873
dc.language.isoen
dc.publisherFaculty of Education Federal University Gusau, Zamfara State, Nigeria
dc.relation.ispartofseriesvolume 6 number 1
dc.titleQualitative Study on Leveraging McGregor’s Theory in Managing Co-Curricular Activities at Secondary School Level of Education in Nigerian
dc.typeArticle
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