Teachers Involvement In Decision Making In Government Secondary Schools Of Gulele Sub-city

The main purpose of this study was to examine teachers’ involvement in decision-making process in government secondary schools of Gulele Sub-city in Addis Ababa City Administrative and to come uprnwith solutions in order to improve teachers’ involvement in decision-making. To achieve this, the following research questions were posed. These are: how does decision making processes in government secondary schools of Gulele Sub-City? To what extent do teachers involve in decision making processes in government secondary schools of Gulele Sub-City? What is the view of teacher’s on decision making processes in government secondary schools of Gulele Sub-City? What are the major problems observed on teachers’ involvement in decision making process in government secondary schools of Gulele Sub-City? The method employed in the study was a descriptive survey. It helps the researcher to identifying major problems related to the participation of teachers in decision-making with an inherent intention of suggesting recommendations. The subjects of the study were 109 teachers, 3 principals, 3 vice-principals and 17 department heads of Gulele Sub-City government secondary schools. The respondent sampling was carried out by using random and availability sampling technique. The required information was gathered through the use of questionnaires, interview, focus group discussions and document analysis. Primary and secondary data have been analyzed in line with research objectives. Both quantitative and qualitative data were gathered and analyzed using mean scores, frequency and percentage. The findings of the study showed that lack of transparency between principals and teachers, lack of acceptance ideas and views during decision making process, lack of motivation, fear of risk taking, interference of political authority, ideology of teachers that decision making was not their responsibility, lacks of incentives, awareness issue in school decision making, and lacks of personal commitment were treated as impeding problems that affect teachers’ participation in school decision-making. From these findings it can be concluded that: - The present level of teachers’ participation in decision-making areas is relatively low, teachers were not interested in decisions made by school principals, and they are not exposed to gain leadership qualities. Based on these findings and conclusions the following points are recommended; the school principals and concerned body should try to involve teachers in different leadership positions, and arrange different trainings, workshops, seminars, and panel discussions through which teachers will develop experiences of decision-making. Concerned body ought to give training and work-shop to principals and vice-principals of secondary schools on participatory decision-making, and school principals’ task allocations should be done by the collective decision of the teachers.

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