This study investigated the leadership styles of heads of department (HODs) and their relationship with lecturers’ job performance in universities in Taraba State, Nigeria. A descriptive survey and correlational research design were used, with a sample of 313 respondents selected through multi-stage sampling. Data were analysed using mean, standard deviation, and correlation analysis. Findings revealed that HODs apply servant leadership style to a high extent (grand mean = 3.31), particularly in listening to staff challenges, empathizing with welfare needs, using foresight, fostering vision, and encouraging innovation, while persuasion (mean = 1.83) and awareness of developmental needs (mean = 2.17) were applied to a low extent. Emotional leadership style was also applied to a high extent (grand mean = 3.17), largely through social skills, motivation, empathy, self-awareness, and fostering a positive work environment, although regulation of staff thoughts was used to a low extent (mean = 1.67). Correlation analysis showed a weak negative relationship between servant leadership style and lecturers’ job performance (r = –.112, p = .833), indicating no significant relationship. Similarly, emotional leadership style demonstrated a negative but non-significant relationship with lecturers’ job performance (r = –.594, p = .213). These results suggest that while HODs frequently employ servant and emotional leadership practices, these styles do not significantly influence lecturers’ job performance in the sampled universities. The study concludes that although servant and emotional leadership styles are practiced to a high extent, they do not significantly predict lecturers’ job performance in universities in Taraba State. The study recommends enhanced institutional support, leadership training for HODs, and improved performance-monitoring systems to strengthen lecturer productivity.