Teachers’ participation in school based decision-making and its influence on their job satisfaction at senior high schools in the Kumasi Metropolis

Abstract

This study assessed teachers’ participation in classroom-based decision making and its effect on their job satisfaction at Senior High Schools in the Kumasi Metropolis in the Ashanti Region of Ghana. The objectives of the study was to find out teachers’ level of participation in the selection of instructional materials for teaching in the classroom at Senior High Schools in the Kumasi Metropolis; discuss teachers’ level of participation in students’ classroom disciplinary actions at Senior High Schools; find out the teachers’ level of participation in assessment techniques at Senior High Schools in the Kumasi Metropolis. Descriptive research design was adopted for the study. The multi-stage technique (cluster sampling, proportional allocation of sample size) and simple random sampling procedure were used to select 260 teachers for the study. Questionnaire was used in collecting data. The data was analysed using frequency counts and simple percentages, as well as means and standard deviations. The study reveals that, to some extent, teachers were allowed to participate in classroom-based decision making including the selection of instructional materials for teaching and learning in the classroom; students’ classroom disciplinary actions; and assessment techniques in the Senior High Schools. Hence, the teachers were not sure as to whether the level of satisfaction they derive from their involvement in classroom-based decision makes them exhibit enthusiasm in the execution of duties and responsibilities, or makes them happy and satisfied with the teaching career profession. The study recommends that, the headmasters and headmistresses should allow teachers to participate in classroom-based decision making including the selection of instructional materials for teaching and learning in the classroom.