Teacher involvement in decision making in public basic schools in the Effutu Municipality

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.