Qualitative Study on Leveraging McGregor’s Theory in Managing Co-Curricular Activities at Secondary School Level of Education in Nigerian
DOI:
https://doi.org/10.64348/zije.2026265Abstract
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.
References
Ayayi, I. A., & Ayodele, J. B. (2002). Fundamentals of educational management. Green Line Publishers.
Batool, T., &Raiz, J. (2019). Variations in parental participation in curricular and co-curricular activities of university students. Global Social Sciences Review, 4(4), 239–249. DOI: https://doi.org/10.31703/gssr.2019(IV-IV).31
Batool, S., & Raiz, J. S. (2019). Teacher involvement in the planning and implementation of co-curricular activities in secondary schools. Journal of Teacher Education, 21(4), 34–48.
Chalageri, R. G., & Yarriswami, M. C. (2018). Implementation of co-curricular activities in secondary schools: A role of teachers. International Journal of Advanced Research in Education and Technology, 5(3), 22–24.
Chalageri, A. D., & Yarriswami, S. (2018). Understanding the impact of informal school activities on student development in Nigeria. African Journal of Education, 12(1), 92–104.
Daniyal, M., Nawaz, T., Hassan, A., & Mubeen, I. (2012). The effect of co-curricular activities on the academic performances of the students: A case study of the Islamia University of Bahawalpur, Pakistan. Bulgarian Journal of Science and Education Policy, 6(2), 257–272.
Daniyal, M., Shah, A., & Rafique, F. (2012). Extracurricular activities and student development in Nigerian schools: A case study. Journal of Education and Practice, 24(6), 21–31.
Dastyar, V. (2018). Dictionary of education and assessment in translation and interpreting studies (TIS). Cambridge Scholars Publishing.
DiFiore, G. J. (2023). The shape of physical education, health, and wellness programs in high-need middle schools (Doctoral dissertation). New York University. ProQuest Dissertations Publishing.
DiFiore, D. (2023). The role of co-curricular activities in developing leadership and teamwork among high school students. Journal of Educational Leadership, 5(1), 85–98.
Fayol, H. (1949). General and industrial administration. Isaac Pitman and Sons Ltd.
Head, T. C. (2011). Douglas McGregor's legacy: Lessons learned, lessons lost. Journal of Management History, 17(2), 202–216. Available at http://emeraldinsight.com/1751-1348.htm (Accessed July 1, 2013). DOI: https://doi.org/10.1108/17511341111112604
Hinds, P. (2014). Academic performance and participation in school extracurricular activities: A correlation study. Journal of Student Affairs, 30(1), 45–58.
Mayo, E. (1993). The human problems of an industrial civilization. Harvard Graduate School of Business Administration.
McGregor, D. (1957). The human side of enterprise. Management Review, 46(11), 22–28.
Musakanya, R., &Chanda, M. (2024). Co-curricular activities as a tool for holistic development in secondary education. Journal of African Educational Studies, 5(1), 30–41.
Offorma, G.C. (2014). Approaches to curriculum development. In N. Nwagwu& U. Ivowi (Eds.), Education in Nigeria: Development and challenges (pp. 77-91). Lagos: Foremost Educational Publishers.
Primasatya, S., &Imron, M. (2020). School leadership and the successful implementation of extracurricular programs in secondary schools. Journal of Educational Administration, 34(2), 40–52.
UNESCO. (2015a). The benefits of extracurricular activities in student academic performance. United Nations Educational, Scientific and Cultural Organization.
