MANAGEMENT DECISION MAKING IN PRIMARY SCHOOLS AND THE FUNCTION OF TEACHERS IN SOUTHEAST SENATORIAL ZONE
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MANAGEMENT DECISION MAKING IN PRIMARY SCHOOLS AND THE FUNCTION OF TEACHERS IN SOUTHEAST SENATORIAL ZONE
Chapter one
Introduction
Background of the study.
Decision making was viewed as a standalone management activity. However, nowadays, scholars and management authorities associate decision-making with collaborative efforts.
This is because changes in the educational system necessitate a rethinking, reformulating, and restructuring of educational policy at both the national and school levels.
Among other things, the Nigerian Education and Training Policy (MOE, 1994) prioritised changes in the country’s educational organisation and management.
The policy’s concept is the establishment of a decentralised, efficient, and professionally coordinated participatory system for educational administration and management.
As a result, the school’s pedagogical management was delegated to a democratically elected School Board and Parent-Teacher Association committee made up of community members, teachers, and students.
The policy’s implementation plan established a mechanism for teachers to engage in curriculum development, implementation, evaluation, and decision-making (MOE, 2010).
Because of the increased recognition of the necessity of valid, knowledgeable inputs in administrative decision making from all organisational levels, integrating stakeholders in decision-making is critical (Wekesa, cited in Mualuko et al, 2009).
Teachers, among other organisations, play a vital role in school decision-making. “Teachers are in charge of instruction, implementing school policies, and organising school activities.
Furthermore, decisions made in schools have an impact on them, and as experts and specialists in various subject areas, they are better qualified to make the right decisions while keeping in mind what is expected of them as instructors” (Mualuko, 2009, p. 392).
Many feel that teachers can play a larger role in the overall success of the school if they commit to becoming active participants in decision making.
A number of scholars have investigated the potential association between increasing teacher involvement in decision-making and a variety of critical school factors.
Individual growth and development is a crucial part of teacher decision-making. According to Smylie (1996), teacher participation enhances their ability to learn and get new insights.
These chances improve instructional implementation and student results. Thus, if instructors participate in school decision-making, better decisions will be made, resulting in improved student accomplishment.
Another consideration for teacher participation in decision-making is the need to foster a sense of democratic involvement. According to Dachler and Wilpert (1978),
democratic participation expresses the notion that providing the chance to engage in an organization’s administration is a moral obligation since individuals have the right to exert some control over their work and life.
According to Imber and Nedit (quoted in Hayes, 1996), “greater participation in school was in tune with democratic society and led to enhanced commitment, improved performance, and better productivity in the school”.
Statement of the Problem
It is believed that educational systems should be reorganised to allow teachers to participate more fully in school-based decision-making.
School leaders should involve teachers in decision-making processes. Independent decision-making by headmasters may undermine teachers’ commitment to effective implementation and resource utilisation.
In this perspective, Irwins (1996) defines management as decision-making. Nonetheless, it is hard to conclude that managers make all decisions. Important decisions must be reached by consensus, which means that everyone must agree to the decision and be willing to listen to one other’s needs while remaining patient and honest.
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