Full Length Research Paper
Teachers participation in decision making process in secondary schools in Ekiti State, Nigeria E. O. Olorunsola1* and Abiodun Oyebaji Olayemi2
Institute of Education, Faculty of Education, University of Ado-ekiti, Ekiti, Nigeria. Educational Foundations and Management, Faculty of Education, University of Ado Ekiti, Ekiti, Nigeria. Accepted 28 March, 2011
This study examined teachers' involvement in decision making process in secondary schools in Ekiti state, and also investigated whether teachers' involvement in decision making process is related to their personal characteristics. An instrument titled teachers decision making questionnaire (TDMQ) was used to collect the data. The instrument was administered in five local government areas of the state out of the sixteen local government areas in the state. The schools were randomly selected through multistage technique. The descriptive analysis of the data was done using frequencies, percentage; ttest ANOVA, Scheffe post hoc were used for data analysis. It was found that secondary school teachers in Ekiti State are significantly involved in decision making processes. Some recommendations were given among which is the inclusion of continuous seminars, talk and workshops for school principals on management of human resources in schools for effective and quality management of the schools. Key words: Decision making, analysis, secondary schools, Ekiti State. INTRODUCTION Decision making has been observed to be the heart of administrative process and leadership in schools. The principals and teachers in Ekiti State secondary schools are faced with myriads of challenges in both teaching and administrative activities which seem to have consistently hampered the realization of the objectives of the school. These problems require unified effort from the principals and the teachers for quality and effective administration. It has been observed that teachers are central in the management of schools and their involvement in decision making process is such a sensitive issue in schools that neglect of it by the principals could cause a lot of rift, conflict, misgiving and hindrance to the realization of the objectives of the school goals. The success or failure of any school is largely dependent upon the groups that make it up and effective utilization of the intellectual abilities of these group or human resources helps the development of such an organization or school. Udo and Akpa (2007) asserted that where teachers are Adequately involved in decision making process, there would be commitment and adequate support with the principal and the realization of school goal will be easy, apathy and opposition within the school will be minimized. Glew et al. (1995) called the system participative decision making and defined it as “higher level individual’s effort to provide those at a lower level with a greater voice in organizational performance. The definition makes it clear that in the intelligence quotient literature, participative decision making represents a deliberate change from traditional management in which minority of upper-level management employees make all of the decisions regarding organizational policies and functioning. Jewell (1998) summed up participative decision making as an effort to avoid the “nobody asked” syndrome. He further explained it to mean soliciting employee’s idea for turning the situation in an organization around. He further opined that along with the expectation that asking, will improve the quality of organizational decision making, it is an expectation that people who participate in decisions that affect them will understand the issues better and accept the decisions more readily. Ndu and Anogbov (2007) noted...