Teachers Participation In Decision Making In Government Secondary Schools In Nekemte Town

The purpose of this study was to examine teachers’ participation in school decision-makingrnin secondary schools of Nekemte town. To conduct this study a descriptive survey design wasrnemployed. In the study a total of 193 respondents (140 teachers, 12 principals, 35 PTAs, 3rneducational office officials and 3 teachers’ association officials) were included. The schools,rnprincipals and PTAs were selected using census. The teacher respondents were selected byrnsystematic random sampling method. Educational office officials and teachers’ associationrnofficials were selected purposive sampling method. The data were gathered throughrnquestionnaire, interview and observation. Data gathered through questionnaire werernanalyzed using percentage, weighted mean and independent sample t-test. Data obtainedrnthrough interview and document analysis were qualitatively analyzed. The study revealedrnthat teachers’ participation in all areas of school decision-making of secondary schools inrngeneral was unsatisfactory; and they participated most in issues related to studentrndisciplinary problems and least in school building. School leaders in encouraging teachers’rninvolvement in school decision-making were found to be ineffective. Absence of participatoryrnschool leadership, lack of trust among teachers and principals, lack of support and trainingrnwere some of the factors that were found to have hindered teachers’ participation in schoolrndecision-making. Thus, it was concluded that teachers role in school decision-making notrnhave been given due attention in the study. This is likely to affect the overall activities ofrnschool in general and teaching learning process in particular. Finally, the study called forrnthe need to facilitate condition in which trained principals in school leadership will bernassigned, give extrinsic reward to teachers with exemplary performance in their profession,rnestablishing a collaborative relationship between teachers, treating all teachers equally andrnschool leaders should communicate and give clear information on the issues related withrnschool planning, income generation and school budget and school building to develop thernsense of transparency among teachers and school leaders were some of the majorrnrecommendations forwarded in order to improve teachers’ participation in school decisionrnmaking.

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