Determinants of teacher participation in decision making in public secondary schools in Nairobi county, Kenya
Magunga, Florence Imali
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This study sought to establish the determinants of teacher participation in decision-making in public secondary schools in Nairobi County, Kenya. The objectives of the study were: to determine whether head teachers' leadership styles have influence on teachers' participation in decision-making, to examine whether teacher professional development has influence on their participation in decision-making, to find out whether job satisfaction is a determinant in teacher participation in decision-making, to determine whether organizational structure has influence on teachers' participation in decision-making and to find out the extent to which organizational politics influences teacher participation in decision-making. The study was based on the path goal theory of leadership as developed by Robert (1971). Descriptive survey design was used in the study. The study was carried out in Nairobi County. The study targeted public secondary schools in Nairobi County. The total number of public secondary schools in Nairobi is 60. The 60 schools were clustered into 9 districts. Random sampling was used. 20% of schools were sampled from each district giving a total sample size of 17 schools. All the head teachers and 5 HoDs from each of the 17 schools were selected purposively to participate in the study, totalling to 102 respondents. The instruments were given to the supervisors for validation and the reliability was done using the split-half method. Data was collected by use of questionnaires for teachers and an interview schedule for head teachers. Data were analysed by use of descriptive statistics; frequency tables, percentage and means and presented in tables and figures. The study findings revealed that teachers are not always involved in decision-making in areas that affects them, there is a relationship between job satisfaction and teacher-participation in decision-making. The findings further indicated that organizational politics affects teachers' participation in decision-making. The study concluded that involving teachers in decision-making boost teachers' morale, leads to empowerment, improves quality of decisions due to diversity of ideas, enhances commitment and enables teachers to gain experience. Consequently, the study recommends that teachers should be more involved in decision-making to increase job satisfaction and sense of belonging to the school.