Abstract:
The study aimed to explore teacher involvement in decision making in public basic
schools, focusing on the extent, nature, influencing factors, mechanisms, and influence
of such involvement on teaching and learning outcomes. To guide the inquiry, four
research questions were formulated. The study used a mixed-method convergent
parallel design with a pragmatic philosophy and drew from pertinent literature,
including Charles, Gafni, and Whelan’s (1997) shared decision making theory. From a
total population of 647 teachers, a sample of 300 public school teachers from the Effutu
Municipality was selected for the study, with data collected through questionnaires and
semi-structured interviews. Eight (8) participants were sampled for the interview based
on data on the concept of data saturation. Frequencies, percentages, means, and
standard deviations were used to examine quantitative data, while thematic analysis
was employed for qualitative data. The findings revealed varying degrees of teacher
involvement in decision making. Teachers actively participated in areas such as
providing input on school resources and budgets, professional development planning,
and staff meetings. Their participation was however less in making decisions
concerning school improvement initiatives. It was also found that, the key factors
influencing teacher involvement included the value placed on teacher input by school
administration, clarity in communication, time constraints, workload, alignment with
professional expertise, a collaborative culture fostered by leadership, and recognition
of contributions. Teacher involvement was found to significantly enhance teaching
quality, student engagement, and overall learning outcomes. Based on these findings,
it is recommended that school heads and the Effutu Municipal Directorate prioritize
improving communication channels to ensure transparency and clarity when making
decisions. Frequent updates, unambiguous instructions, and chances for feedback
should be provided to keep teachers informed and engaged. Structured mechanisms for
teacher involvement, such as forums, and suggestion channels, should be established
and promoted.
Description:
A thesis in the Department of Education Administration and Management,
School of Education and life-long learning, submitted to the School of
Graduate studies, in partial fulfilment
of the requirement for the award of degree of
Master of Philosophy
(Educational Administration and Management)
in the University of Education Winneba
SEPTEMBER, 2024
