TEACHERS’ INVOLVEMENT IN DECISION MAKING IN PREPARATORY SCHOOLS OF WEST HARARGHE ZONE, OROMIA REGIONAL STATE

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 xiv 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