This study examined management decision-making in primary schools and the role of teachers in the senatorial district of the South East. 200 staff members from chosen primary schools in the local government of Enugu in the state of Enugu make up the study’s total population. The researcher utilized questionnaires as the data gathering instrument. Using a descriptive survey research design, this study was conducted. The study utilized 133 respondents who were headmasters, class teachers, teachers, and headmistresses. The acquired data were tabulated and evaluated using straightforward percentages and frequencies.
Background of the study
It was believed that decision making was an independent management function. Researchers and management authorities now associate decision-making with collaborative work. Because of the changes in the educational system, national and school-level educational policies must be rethought, reformulated, and restructured. The Nigerian Education and Training Policy (MOE, 1994) accorded special attention and action priority to the reorganization and management of the country’s educational system. Regarding the administration and management of the education system, the concept of the policy is the development of a decentralized, efficient, professional, coordinated, and participative system. Consequently, the School Board and Parent-Teacher Association committee comprised of community members, teachers, and students assumed democratic control over the educational administration of the school. The policy’s implementation method established a structure for teacher participation in curriculum planning, implementation, evaluation, and decision-making (MOE, 2010)
Due to the growing recognition of the need for valid, educated inputs in administrative decision making at all levels of an organization, it is of the utmost importance to involve stakeholders in the decision-making process (Wekesa, cited in Mualuko et al ,2009,). Teachers are among the most essential groups that must be involved in decision-making in schools. Teachers are stewards of instruction, administrators of school policies, and co-organizers of school events. Moreover, the judgments made in schools affect them, and as professionals and subject matter experts, they are better equipped to make the correct decisions in light of their responsibilities as educators (Mualuko, 2009 p, 392). When committed to being active participants in the decision-making process, teachers can play a larger role in the school’s performance as a whole, according to a huge majority of respondents. Numerous scholars have investigated the association between increasing teacher participation in decision–making and a variety of crucial school factors. Individual growth and development is a crucial feature of a teacher’s decision-making participation. Smylie (1996) argues that engagement increases teachers’ chances of gaining new knowledge and insights. These options promote instructional implementation and student results, respectively. Therefore, if instructors participated in school decision-making, better decisions would be made, resulting in increased student accomplishment.
Another consideration for teacher participation in decision-making is the significance of fostering a sense of democratic participation. In this sense, Dachler and Wilpert (1978) assert that democratic participation expresses the notion that providing the chance to engage in the governance of an organization is a moral obligation since individuals have the right to have some influence over their work and lives. According to Imber and Nedit (quoted in Hayes, 1996), “more engagement in school was consistent with democratic society and led to increased commitment, improved performance, and higher school production.”
Statement of the problem
It is believed that educational systems should be reorganized so that teachers have a larger role in school-based decision-making. Principals are also responsible for fostering teachers’ participation in several aspects of school decision-making. In a system where decisions are made independently by headmasters, the commitment and initiative of teachers for effective execution as well as the appropriate use of resources in decision–making could be questioned. Irwins (1996) explains that management is decision–making in this aspect. However, it cannot be concluded that only managers make decisions. Important decisions must be decided by consensus; that is, everyone must agree with the conclusion, and for it to be accepted, everyone must speak up, be receptive to hearing the needs of others, and be truthful.
Therefore, the restricted participation of teachers in school decision-making has become a major concern in the secondary schools of the south-east senatorial zone. This may be due to the fact that urban primary schools have a larger staff than rural primary schools.
The purpose of the study
The study’s objectives are;
Determine the amount of primary school teachers’ participation in decision-making in the south east senatorial zone
Determine the major school decision areas in which teachers are most involved.
To examine the factors that influence primary school teachers’ participation in decision-making in the South East Senatorial Zone.
The researcher formulated the following research hypotheses for the successful completion of the study:
H0: there are no elementary school decision areas in which teachers are primarily involved.
H1: There are areas of elementary school decision-making in which teachers are particularly involved.
H02: There are no factors that influence primary school teachers’ participation in decision-making in the south east senatorial zone.
H2: There are elements that affect teachers’ participation in decision-making at primary schools in the South East Senatorial Zone.
Importance of the research
Teachers’ participation in decision-making at all levels of the school system is crucial for the health of the schools. Consequently, the following are thought to be the contributions of this work.
The study may raise PTA, school principal, teacher, student, and educational office knowledge of the significance of participatory decision making, allowing schools to better leverage teachers’ talent and expertise for problem-solving.
It may assist school administrators in discussing school issues with all teachers and making sound decisions.
The study would include ideas that could facilitate teacher participation in the decision-making process.
The results may provide hints for future research.
Limitations and scope of the study
The scope of the study encompasses managerial decision making in primary schools and the role of teachers in the South East Senatorial District. The researcher faces a constraint that restricts the study’s scope;
a) AVAILABILITY OF RESEARCH MATERIAL: The researcher has insufficient research material, consequently limiting the scope of the investigation.
b) TIME: The time allotted for the study does not allow for a broader scope because the researcher must mix it with other academic activities and examinations.
1.7 DEFINITION OF TERMS
Decision Making: – is the act of deciding on something, or a viewpoint, opinion, or judgment reached after deliberation. Choosing between alternatives is a cognitive process requiring a great deal of mental effort (Mekuria, 2009, p.7).
Extent of Participation:- is the degree to which teachers share rights and responsibilities with others in school decision making.
Instructors’ Involvement: – is a participatory method that utilizes the full potential of teachers and design to inspire a greater commitment to the success of the organization (Robbins, 2003, p.62).