Teacher representation in financial decision-making in selected grant aided secondary schools in Choma district, Zambia.
Date
2022-06-29
Authors
Moonga, Jefter
Journal Title
Journal ISSN
Volume Title
Publisher
The University of Zambia
Abstract
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.
Description
Thesis
Keywords
Teacher Decision Making. , Schools--Financial decision making.