Abstract:
The main purpose of this study was to investigate the teachers’ involvement in school decision-making
of preparatory schools of west Hararghe Zone. To conduct this study a descriptive survey method was
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employed. A total of 197 respondents (117 teachers, 30 Department heads, 26 unit leaders 6
principals, and 6 parents, Teachers and students Association,) would include in the study. The
department heads, unit leaders’ principals and parents, Teachers and students Association were
selected using availability sampling. The teacher respondents were selected by stratified simple
random sampling method. The data were gathered through questionnaire, interview and document
analysis. Data gathered through questionnaire were analyzed using percentage, weighted mean and
stepwise multiple regression analysis. Data obtained through interview and document analysis were
qualitatively analyzed. The study revealed that teachers’ involvement in all areas of school
decision-making in the preparatory schools in general was unsatisfactory and in the study area in
particular; and they involved most in issues related to curriculum instruction and student disciplinary
problems, and least in school budget, financial and income generating. School leaders /Principals’
and parents, Teachers and students Association practices/ in encouraging teachers’ involvement in
school decision-making was found to be ineffective. There was a lack of participatory and democratic
school leadership, lack of trust between teachers and principals, lack of trainings and supports, and
absence of the financial incentives were some of the factors found to have impeded teachers’
involvement in school decision-making. It was thus, concluded that teachers’ role in the school
decision-making was not defined in this study, Thus, this affected the overall activities of schools in
general and the teaching learning process in particular and give clear information on the issues
related with school planning, income generation and school budget to develop the sense of
transparency in between teachers and school leaders were also some of the major recommendations
forwarded in order to improve, promote and sustain teachers’ involvement in school decision-making
