Teacher representation in financial decision-making in selected grant aided secondary schools in Choma district, Zambia.
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This study investigated teacher representation in decision-making and its role in financial decisions of selected grant aided secondary schools in Choma District, Zambia. The objectives were: to assess the areas in which teachers were involved in decision making; to establish levels of teachers’ involvement in financial decision making among various categories; to ascertain the major constraints of teachers’ representation in selected grant aided schools in Choma District. The study employed a descriptive design and Vroom-Yetton-Jago Contingency Theory of participative decision making guided the study. Data was collected from a total sample size of 25 participants that comprised 5 head teachers, 15 teachers and 5 heads of department. The instruments of data collection used were interview guides containing semi-structured question items. The study revealed that teachers were involved in academic decision making which included drawing the agenda for school meetings, selection of school prefects, and discipline of learners but not directly involved in financial decision making. Heads of department were representatives of teachers in financial decisions. The study also revealed that heads of department and head teachers’ involvement in decision making was higher and minimal for teachers. Further, the study revealed lack of direct participation of teachers in financial decisions. The study recommends that administrators in grant aided schools should involve teachers in financial decisions so as to enhance collective financial decision-making. The Ministry of General Education should provide training to teachers in the form of workshops, seminars and so on, in decision making, for them to become competent, and skillful enough to participate in financial decision-making and hence make the school efficient and effective in achieving its objectives. Head teachers should involve all education stakeholders to aid in school development programmes and projects. The schools should also initiate income generating projects to subsidize government funding.
The University of Zambia