TEACHERS’ PARTICIPATION IN DECISION MAKING IN SECONDARY SCHOOL OF SHENANDUGO DISTRICT, OROMIA REGIONAL STATE

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