UNDERSTANDING LECTURERS’ COLLECTIVE EFFICACY IN PUBLIC UNIVERSITIES: INSIGHTS FROM SOCIAL COGNITIVE AND TRANSFORMATIONAL LEADERSHIP THEORIES

Abstract

This study presents an integrated conceptual framework to understand lecturers’ collective efficacy in public universities, particularly within resource-constrained contexts such as Nigeria. Drawing on Social Cognitive Theory and Transformational Leadership Theory, the framework posits that Vice Chancellors’ transformational instructional leadership practices encompassing vision setting, professional development support, and recognition shape a positive organizational climate characterized by trust, open communication, and supportive relationships. This climate, in turn, facilitates the development of collective efficacy through mastery experiences, vicarious learning, social persuasion, and positive affective states. The model emphasizes reciprocal interactions whereby collective efficacy reinforces both organizational climate and leadership effectiveness, creating dynamic cycles of improvement. The framework addresses a gap in higher education research by extending collective efficacy theory beyond elementary settings and integrating leadership and climate antecedents in public universities. Practical implications highlight the necessity for transformational leadership and climate-building strategies to enhance faculty collaboration, morale, and resilience amid chronic challenges like underfunding and large enrolments. The paper concludes by recommending empirical testing of the model through quantitative and/or qualitative methods, as well as comparative studies across cultural and institutional contexts, to validate and refine the framework for broader application in higher education leadership and faculty development.