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Teachers’ participation in decision making plays significantly in their work performance. In
Tanzania, the idea of participation in decision making emerged from decentralization policy
and adopted in the field of education through Education and Training Policy of 1995. This
study sought to find out the relationship between teachers’ participation in decision-making
and their work performance, identified the factors affecting teacher’s participation in
decision-making and work performance and propose strategies to enhance teachers’
participation in decision-making. Moreover, the study adopted mixed research approach
specifically convergent parallel to collate data from teachers, heads of schools, WEOs and
DEO for secondary schools. Validity and reliability of quantitative instruments were tested
through content and appearance whereby 0.82 correlation coefficient were obtained to
indicate the instruments were valid and reliable. Likewise, reliability of qualitative tools
was obtained through triangulation system. Quantitative data were analyzed through
computer software program known as SPSS version 20 while qualitative data were
analyzed through content analysis methods. The findings demonstrated that there is a
relationship between teachers’ participation in decision making as it increases efficiency,
commitment, accountability and enhances students’ performance. Moreover, the study
indicated that teacher’s participation in decision-making is affected by inadequate time for
participation, financial challenges, facilities, transparency and lack of leadership training.
These factors led to poor academic performance in schools. Furthermore, the researcher
recommended that there should be increase of transparency, provision of adequate
facilities, workshops and seminars as well as motivation for teachers to deal with the
factors affecting teachers’ participation in decision making to boost their work performance
in public secondary schools. |
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