Abstract:
The main purpose of this study was to examine the teachers‟ participation in school decision making of Secondary schools of ShenanDugo district. To conduct this study a descriptive
survey method was employed. A total of 164respondents (133 teachers, 3 principals, 3 vice
principals 15 department heads, 6-unit leaders, 1 supervisor and 3 PTSA‟s chair persons,)
were involved in the study. From these population, all 133 teachers, principals and vice
principals, supervisors and PTSA were selected by census. The data were gathered through
questionnaire, interview and document analysis. Data gathered through questionnaire were
analyzed using percentage, frequency, mean and standard deviation by using version 20
(SPSS) for data analysis. Data obtained through interview and document analysis were
qualitatively analyzed. The study indicated that teachers‟ participation in all areas of school
decision-making in the Secondary schools in general was unsatisfactory. The teachers
participated mostly in issues related to curriculum instruction and student disciplinary
problems and least in school building, financial and income generating. School leaders /
Principals‟ and parents in encouraging teachers‟ participation in school decision-making
were 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 affected teachers
„participation in school decision-making. 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‟ participation
in school decision-making
