Practices And Challenges Of Teachers Participation In Decision Making In Government Secondary Schools Of The Arada Sub City Of The Addis Ababa City Government

The study was aimed at investigating the practices and challenge of teachers’ participation in school decision-making in secondary schools of Arada sub-city. To conduct this study, the concurrent mixed design was employed. A total of 217 respondents (168 teachers, 31department heads, 16 principals, 28 PSTAs, and three secondary schools supervisors) from four secondary schools in the sub-city were included in the study. The teacher respondents were selected by simple random sampling (lottery) technique whereas, principals, department heads, supervisors and PSTAs’ members were taken by availability sampling techniques. The data were gathered through a questionnaire, interview and documents analysis. Data gathered through questionnaire were analyzed using frequency, percentage, weighted mean, standard deviation, and independent sample t-test. Data obtained through interview and from documents were analyzed thematically. The study findings suggested that teachers’ level of participation in decision making did not meet standards. They participated most in issues related to curriculum and instructional tasks; and participated least in budget and income generation. School leaders (Principals and department heads) in encouragement of teachers’ involvement in school decision-making were found to be very low. The absence of participatory school leadership, lack of trust between teachers and principals, lack of training and support, lack of commitment, and lack of motivation were some of the factors that were found to have hindered teachers’ participation in school decision-making. These likely affect the overall activities of the school in general and teachers’ participation in school decision making process in particular. It was thus concluded that due concern was not given to teachers role in school decision-making in this study. Finally, it was recommended that school leaders should asses’ knowledge, skills and attitude gaps of teachers and ought to provide continual training on decision making to resolve the problems.

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