MANAGEMENT DECISION-MAKING IN PRIMARY SCHOOLS AND THE FUNCTION OF TEACHERS IN THE SOUTHEAST SENATORIAL ZONE
This research looked at management decision-making in primary schools and the role of teachers in the southeast senatorial zone. The study’s total population is 200 staff members from selected primary schools in Enugu local government, Enugu state.
The researcher collected data using questionnaires as the instrument. This study used a descriptive survey research design. The study included 133 respondents who were headmasters, class teachers, teachers, and headmistresses. The collected data was organized into tables and analyzed using simple percentages and frequencies.
The study’s context
Decision making was regarded as a separate management function. However, researchers and management authorities now associate decision-making with collaborative work. This is due to changes in the educational system necessitating the rethinking, reformulating, and restructuring of educational policies at both the national and school levels.
Among other things, the Nigerian Education and Training Policy (MOE, 1994) emphasized the importance of changing the country’s educational organization and management. The policy concept is the evolution of a decentralized, efficient, professional, and coordinated participatory system for administration and management of the education system.
As a result, the educational management of the school was placed under democratic leadership by a School Board and Parent-Teacher Association committee comprised of community members, teachers, and students. The policy’s implementation strategy established a mechanism for teachers to participate in curriculum preparation, implementation, evaluation, and decision-making (MOE, 2010)
Because of the growing recognition of the importance of valid, knowledgeable inputs in administrative decision making at various organizational levels, involving stakeholders in decision making is critical (Wekesa, cited in Mualuko et al ,2009,). Teachers are one of the most important groups that must be involved in school decision-making.
“Teachers are the custodians of instruction, policy implementers, and co-organizers of school activities.” Furthermore, school decisions affect them, and as professionals and specialists in various subject areas, they are better suited to make the correct decisions while keeping in mind what is expected of them as teachers” (Mualuko, 2009 p, 392).
There is widespread agreement that teachers can play a larger role in the overall success of the school if they commit to being active participants in decision making. A number of researchers have investigated the relationship between increased teacher involvement in decision-making and a variety of important school variables. Individual growth and development is an important consideration for teachers’ involvement in decision making.
According to Smylie (1996), participation increases teachers’ chances of gaining new knowledge and insights. These opportunities, in turn, improve instructional implementation and student outcomes. As a result, if teachers participate in school decision-making, better decisions will be made, and student achievement will improve.
Another consideration for teacher participation in decision making is the importance of fostering a sense of democratic participation. According to Dachler and Wilpert (1978), democratic participation reflects the belief that providing the opportunity to participate in an organization’s governance is a moral imperative because individuals have the right to exercise some control over their work and lives.
According to Imber and Nedit (cited in Hayes, 1996), “greater participation in school was in line with democratic society and led to increased commitment, improved performance, and increased productivity in the school.”
Statement Of The problem
It is argued that school systems should be restructured so that teachers have more opportunities to participate in school-based decision-making. School principals are also responsible for encouraging teachers to participate in various aspects of school decision-making.
In a situation where decisions are made independently by headmasters, teachers’ commitment and initiative for effective implementation, as well as proper resource utilization in decision-making, may be called into question. Irwins (1996) defines management as decision-making in this context.
Nonetheless, it is impossible to conclude that decisions are made solely by managers. Important decisions must be made by consensus, which means that everyone must agree to the decision and, in order for it to be accepted, everyone must speak up, be open to hearing each other’s needs, and be patient and honest.
As a result, teachers’ limited participation in school decision-making has become a major concern in secondary schools in the south east senatorial zone. When compared to rural primary schools, this could be because the schools have a large staff.
The study’s objective
The study’s objectives are as follows:
To investigate the level of involvement of primary school teachers in decision-making in the south east senatorial zone.
To identify decision-making issues in which primary school teachers are most involved.
To identify factors influencing teachers’ participation in decision-making in primary schools in the south east senatorial zone.
Hypotheses for research
The researcher developed the following research hypotheses in order to successfully complete the study:
H0: There are no areas of decision-making in which primary school teachers are primarily involved.
H1: In primary school, teachers are primarily involved in decision-making.
H02: no factors influence teachers’ participation in decision-making in primary schools in the south east senatorial zone.
H2: factors influencing teachers’ involvement in decision-making in primary schools in the south east senatorial zone
The study’s importance
Teachers’ involvement in decision-making at all levels of the school system is critical for the well-being of the schools. As a result, it is expected that this study will make the following contributions.
The study may raise awareness among PTAs, school principals, teachers, students, and educational offices about the importance of participatory decision making, allowing schools to better utilize teachers’ potential and experience in problem solving.
It may assist school principals in sharing school problems with all teachers and making sound decisions.
The study would make recommendations to help teachers participate in decision making.
The study may provide some leads for future research.
The study’s scope and limitations
The study’s scope includes management decision making in primary schools as well as the role of teachers in the south east senatorial zone. The researcher comes across a constraint that limits the scope of the study;
a) RESEARCH MATERIAL AVAILABILITY: The researcher’s research material is insufficient, limiting the scope of the study.
b) TIME: The study’s time frame does not allow for broader coverage because the researcher must balance other academic activities and examinations with the study.
1.7 TERM DEFINITION
Decision Making: – the act of making up one’s mind about something, or taking a position, opinion, or judgment after careful consideration. It is a thinking process that involves a lot of mental activity in choosing between alternatives (Mekuria, 2009, p.7).
Extent of Participation:- the extent to which teachers participate in school decision making with others who have specific rights and obligations.
Teachers’ Involvement: is a participative process that uses the entire capacity of teachers and is designed to encourage increased commitment to the success of the organization (Robbins, 2003, p.62).
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