An analysis of teachers involvement in school administrative decision making in selected secondary schools in Mansa district, Zambia.

Abstract

The aim of this study is to determine teacher and administrative staff views on, teachers’ participation in school related decision-making process who serves in secondary schools in Mansa district of Luapula province of Zambia. This study investigated the extent to which teachers ‘views are considered in school administrative decision making in secondary schools of Mansa district; the effects of not involving teachers in school level decision making in secondary schools in Mansa district; and measures that can help to improve teachers’ participation in decision making. The study employed a qualitative approach. Data were collected from a sample of 5 head teachers, 5 deputy head teachers, 10 head of departments and 25 class teachers making the sample size 50 in total. The instruments of data collection were: semi- structured questionnaires, focus group study and interviews were analysed thematically and descriptive analysis into significant patterns so as to easily interpret and understand the real meaning of data collected. The findings of the study suggested that teachers were dissatisfied with the existing practice of decision making which did not involve them. Findings further indicated that teachers in secondary schools are involved in administrative decision making but at lower levels. The study recommends that head teachers evaluate and identify teachers’ needs on managerial decisions in order to facilitate the implementation of their views. This in turn would encourage teachers’ participation and enhance team spirit in decision making that would result in efficiency in management of secondary schools. The majority of secondary school teachers in Mansa had never participated in the decision making and this they thought was the main reason why they faced challenges with implementing certain programmes effectively. It was consequently recommended that school administration should broaden the scope of teacher involvement in school decision making through being in constant touch with the teachers especially through democratic leadership style which allows full participation and expression of views. From this study, it was concluded that teachers were not adequately involved in the decision making process with their role being mainly to implement the already developed programmes.