Collegiality Among Staff as a Predictor of the Efficiency of Higher Education Institutions in Fako Division, South West Region of Cameroon

Abstract

This study examined the extent to which collegiality among staff predicts the efficiency of higher education institutions (HEIs) in Fako Division, South West Region of Cameroon. The study was anchored on Symbolic Interactionism (Mead), Organizational Culture Theory (Schein, 1980), and Organizational Justice Theory (Adams, 1960). A concurrent mixed-methods survey design was adopted. The target population comprised 934 teaching staff and 172 administrators from five HEIs. A sample of 270 teaching staff and 25 administrators was selected through purposive and stratified sampling techniques using the Krejcie and Morgan (1970) table. Data were collected using structured questionnaires and an interview guide. Quantitative data were analysed using descriptive statistics and Spearman's rho correlation, while qualitative data were analysed thematically. Findings revealed that 78.1% of teaching staff agreed that collegiality among staff enhances institutional efficiency. Spearman's rho confirmed a significant, positive, and moderate relationship (R = 0.631, p < .05). Administrators identified shared decision-making, collaborative curriculum development, mentorship, communication, and community engagement as key collegial practices driving efficiency. The null hypothesis was rejected. It was recommended that HEI leadership institutionalise collegiality through structured collaborative platforms, mentorship programmes, and transparent communication channels.