Involvement Of Teachers In Decision Making: The Case Of Selected Public Primary Schools In Missenyi District, Kagera Region, Tanzania

ABSTRACT

This study aimed at investigating involvement of teachers in decision-making in public primary schools in Missenyi District. The study employed descriptive research design mainly through qualitative research approach with some elements of quantitative research approach. The study was guided by Participative Management Theory and School-Based Management Theory. It involved 36 respondents (30 teachers and 6 head teachers) who were selected using purposive and stratified sampling procedures. Data were collected through questionnaires, interview, and documentary review and were analyzed by applying Statistical Package for Social Sciences (SPSS). Findings from the study revealed that the main aspect that teachers have to be involved in decision-making at school level include: setting up teaching objectives, moderation of students examinations, planning for programs of the year and syllabi analysis. Others included forming subject clubs, sport administration and organizing school functions. The study also revealed that involving teachers in decision-making has problems. These include: teachers tend to base on issues that have direct benefits to them and misunderstandings between teachers and head teachers on the aspect the decision to be made on. Moreover, the study recommended holding staff and academic meetings that involve teachers in decision-making and training teachers on awareness and importance of being involved in decision-making as well as ensure good cooperation/relationship between teachers and head teachers as strategies to mitigate problems of involving teachers in decision-making. The study recommended that involvement of teachers in decision-making at school level should be viewed as a natural extension of democracy, which head teachers should be prepared to accept and teachers made aware of its limits for good school administration as well as management.