Determinants of teacher participation in decision making in public secondary schools in Nairobi county, Kenya
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Date
2014-09-30
Authors
Magunga, Florence Imali
Journal Title
Journal ISSN
Volume Title
Publisher
Kenyatta University
Abstract
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.
Description
Department of Educational Management Policy & Curriculum Studies, 98p. 2014