The aim of this study was to analyze the involvement of teachers in the decision-making process at secondary schools in Ekiti state. It also explored the potential relationship between teachers’ participation in decision-making and their personal characteristics. The data was collected using the teachers decision-making questionnaire (TDMQ), which was conducted in five out of sixteen local government areas in Ekiti state.
The schools were chosen randomly using a multistage technique. Frequencies, percentages, t-test ANOVA, and Scheffe post hoc were utilized for data analysis. It was discovered that secondary school teachers in Ekiti State play a significant role in decision-making processes. Several recommendations were made, including the implementation of continuous seminars, talks, and workshops for school principals to enhance effective human resource management in schools and ensure quality management of the schools.
INTRODUCTION
Administrative process and leadership in schools relies heavily on decision making. Principals and teachers in secondary schools in Ekiti State encounter numerous challenges in both teaching and administrative tasks, hindering the achievement of school objectives. Addressing these issues requires collaborative efforts from principals and teachers to ensure high-quality and efficient administration.
The involvement of teachers in decision-making processes is crucial for successful school management. Neglecting this issue can lead to conflicts and hinder the achievement of school goals. The success of a school depends on the effective utilization of its human resources, specifically the intellectual abilities of its members.
According to Udo and Akpa (2007), when teachers are fully engaged in the decision-making process, they will be committed and receive adequate support from the principal, making it easier to achieve the school’s goals while minimizing apathy and opposition within the school. Glew et al. (1995) referred to this system as participative decision making, which they defined as higher-level individuals’ efforts to give those at lower levels a greater say in organizational performance.
In the intelligence quotient literature, participative decision making is described as a deliberate shift from traditional management practices, where only a few upper-level management employees make all decisions related to organizational policies and functioning. Jewell (1998) defined participative decision making as an attempt to prevent the “nobody asked” phenomenon, emphasizing the importance of seeking employees’ input in order to improve the organization’s situation.
He believes that seeking input can improve decision-making in organizations. It is also expected that individuals affected by decisions will better understand the issues and be more accepting of them. Ndu and Anogbov (2007) noted that excluding teachers from the governance process leads to them feeling like outsiders in the school.
According to Mullins (2005) and Welfson (1998), lack of commitment from teachers can result in boredom and frustration at work. Additionally, employees who are not involved in decision making processes or feel that their ideas are not valued may also experience these negative feelings. It is believed that staff participation in decision making is crucial for higher performance and survival in a competitive world.
According to the speaker, staff turnover rises when employees leave for more captivating positions. This fact has been confirmed by Wilkinson (1999), who views employee involvement in decision making as empowering. On the other hand, a lack of employee involvement in decision making assumes that workers are a potential source of knowledge and experience, and have an interest in being engaged. Employers should thus create opportunities and structures to facilitate employee involvement.
The author believed that participative decision making would result in job satisfaction and better quality decisions. It was believed that this approach would benefit both employers (increased efficiency) and workers (job satisfaction), creating a win-win situation. It was also believed that staff cooperation was a valuable asset for school principals. Involving teachers in the decision making process could help principals solve problems that they may have struggled with on their own.
The job of the school principal is often seen as administration, which involves maintaining the organization, achieving goals, and completing tasks. According to Udoh and Akpa (2007), administration is also the act of leading an organization. Shaw (1971) believed that administration is a function that is so extensive that it cannot be done by a single person.
According to the author, including teachers in the decision-making process can be compared to two men working together to roll a stone that neither of them could have rolled alone. Many managers believe that involving workers in decision making will enhance the quality of their decisions within the organization (Collins et al., 1986). Conversely, when teachers are not motivated or engaged in decision making, issues such as truancy, excessive excuses, abstentions, and complaints tend to arise, resulting in overall ineffectiveness, inefficiency, low productivity, and failure to achieve organizational goals (Awotua-Efebo, 1999).
According to Okoye (1999), workers should be included in decision-making processes related to their working conditions, fringe benefits, and staff development programs. This will contribute to a positive organizational climate characterized by openness and willingness to take risks. Short et al. (1991) stated that a school environment that promotes involvement in decision making empowers teachers to explore new ideas and approaches. However, it is important to note that teachers may be less willing to participate if they feel that their principals seek their opinions but ultimately make the final decision without allowing teachers the opportunity for input.
Managers who express a desire for employee participation but fail to engage them intellectually and emotionally or dismiss their suggestions may face negative consequences, according to Luthans (2005) and Emeneke (2004). In addition, Emeneke (2004) emphasizes the significance of involving individuals in decision-making as it provides an avenue for expressing thoughts, ideas, conflicts, and opportunities for both disagreements and agreements.
Gender bias marginalizes women in decision-making processes in certain establishments. Despite advancements in women’s education, the United Nations Department of Public Information (2006) reveals that even developed countries have low representation of women in high-level economic decision-making. Additionally, parliamentary decisions see participation from only 10.99% of women.
According to the international federation of journalists, only 3% of senior media executives and decision makers are women, despite one-third of journalists today being female. A study conducted by Ashton and Webb (1986) revealed that both male and female teachers faced frustration and disappointment in their limited influence over decision-making. They felt disregarded and unappreciated regardless of age, experience, or qualifications, leading to a perception that their decision-making skills were undervalued.
According to Ibukun (1989), teachers in Nigeria, regardless of their age, experience, or qualifications, have a desire for increased involvement in decision making. They believe that being involved in valuable decision making and receiving recognition for their accomplishments enhances their self-esteem as educators. Ibukun also argues that satisfying this desire can reduce conflicts within school administration and foster harmony.
Teachers’ involvement in the decision-making process contributes to their sense of ownership and commitment (Rosenholtz, 1985). This study aims to examine the level of teacher involvement in decision making and its potential impact on effective and high-quality administration.
METHODOLOGY
The study utilized a descriptive survey research design and focused on teachers in secondary schools in Ekiti state. A total of 200 teachers were selected using the stratified random sampling technique. The selection involved choosing five different local government areas and randomly selecting four schools from each of them. Additionally, ten teachers from each school were given the questionnaire to complete.
The study used the Teachers Decision Making Questionnaire (TDMQ), a research instrument created by the researchers. The questionnaire had two sections, A and B. Section A collected personal information such as school name, gender, age, education level, and experience. Section B contained items that were rated on a four-point scale from strongly disagree (1) to strongly agree (4). The instrument’s face and content validity were verified by experts in educational management and the test and measurement department. The reliability of the instrument was evaluated using the test-retest method.
RESULTS
Research question: What is the extent of teachers’ involvement in the decision-making process?
The data from Table 1 reveals that teachers in Ekiti State secondary schools are highly involved in the decision-making process. The table demonstrates high ratings for all items, ranging from 93.5% to 72.0%. These findings indicate a strong partnership between principals and teachers, leading to enhanced quality and efficient management within these schools. Moreover, this collaboration has a positive impact on the overall school environment. As a result, principals can be reassured that operations will continue smoothly even when they are temporarily absent.
Despite both planning the course, the remaining teachers will uphold the school’s excellent reputation in all aspects. They are ready to seamlessly implement the course, which is expected considering Ekiti State’s commitment to education. Efficient administration greatly contributes to students’ academic achievements. It is evident that the principal involved and engaged the teachers in school affairs, as shown by their positive evaluations for items 4, 5, 8, and 11. This showcases the principal’s devotion to improving educational standards, aligning with Nigeria’s educational policies.
The mean difference at the 0.05 level is significantly significant. This aligns with Okoye’s (1991) submission that workers should be involved in decisions regarding general working conditions, fringe benefits, and staff development programs, as this enhances the organizational climate. According to Udo and Akpa (2007), when teachers are adequately involved in the decision-making process, there will be commitment and support from both the principal and the school community. This leads to the easy realization of school goals and minimizes apathy and opposition. Table 1 indicates that teachers’ suggestions and efforts are highly valued, with ratings of 87% for suggestions and 94% for bringing sanity to the school. Short et al. (1991) stated that a school climate that encourages decision-making involvement is characterized by openness.
According to Table 1, the mentioned schools have an open administration where administrators involve teachers in setting rules and regulations and value their input for school improvement. Teachers also play a role in supervising students, a concept known as empowerment according to Wilkinson (1991). This approach has benefits such as job satisfaction and improved decision-making for both employers and employees. Additionally, the study revealed a disparity between male and female teachers’ involvement in decision-making, with male teachers being more actively engaged.
Despite progress in women’s education globally, their involvement in high-level economic decision making remains low, even in developed countries. This was emphasized by the United Nations Department of Public Information in 2006. The report also highlighted the underrepresentation of women in parliament, with only 10.9% being women. In addition, the International Federation of Journalists revealed that while a third of journalists are women, less than 3% of senior media executives and decision makers are women. These statistics demonstrate that the marginalization of women in decision making extends beyond the teaching profession. Moreover, age does not significantly impact teachers’ participation in decision making; older teachers are not more involved than younger ones.
Ashton and Webb (1986) found that male and female teachers shared a common feeling of frustration and dissatisfaction regarding their limited influence in decision-making. They believed that their age, experience, and qualifications were disregarded, which caused them to question their own decision-making skills. However, Ashton’s subsequent research demonstrated that involving teachers in the decision-making process and acknowledging their contributions can enhance their self-esteem. Additionally, the study discovered that age does not impede teachers’ involvement in decision-making processes within Ekiti State Secondary Schools; instead, knowledge from teachers of all ages is valued for achieving educational objectives.
According to a study, educational qualification and years of experience did not hinder teachers in Ekiti State secondary schools from being involved in decision making processes. This finding supports Ibukun’s (1989) observation that Nigerian teachers, regardless of their qualifications and experience, desired more involvement in decision making. As a result, all teachers were equally engaged in decision making to advance the schools’ educational goals.
According to Ibukun (1989), teachers’ agitation can reduce conflicts in school administration and foster harmony within schools. However, the post hoc analysis reveals a contradictory outcome – teachers with longer tenure are more likely to participate in decision making compared to their less experienced colleagues. This contradicts the research carried out by Ashton and Webb (1986), who discovered that teachers were dissatisfied and frustrated due to their limited influence on the decision-making process.
Despite variations in their experience, age, and qualifications, the teachers perceived a lack of consultation and undervaluation of their decisions. Nevertheless, the research findings indicate that Ekiti State secondary school teachers actively engaged in decision-making processes without any hindrance based on their gender, age, or educational background.
Teachers’ participation in decision making signifies their empowerment and acknowledges their valuable knowledge and experience, as highlighted by Wilkinson (1999). This sentiment aligns with Collins et al. (1989), who argue that involving workers in decision making can enhance the quality of decisions made within an organization. By actively participating in administrative tasks on a daily basis, teachers gain invaluable experience, preventing monotony and frustration while fostering commitment, efficiency, and job satisfaction. Moreover, when principals willingly involve younger teachers in decision making and provide training, it contributes to their professional development and enhances educational goals.
RECOMMENDATIONS
According to the study, recommendations have been made to improve on-the-job development. These include continued involvement of teachers in decision making by principals, as this will contribute to their development. It is important for principals to not neglect less experienced teachers in decision making, as they also require development. Additionally, principals should attend workshops and seminars to learn how to effectively manage younger teachers and help build them up, as they will eventually take over their roles in the future.
