Chapter one
Introduction
Background of the study
Decision making was thought of as management function by itself. But now days, researchers and management authority relate decision-making with a collaborative work. This is because the changes in the educational system call for rethinking, reformulating and restructuring of educational policies both at national and school levels. Among other things, the Nigerian Education and Training Policy (MOE, 1994) gave a special attention and action priority to the change of educational organization and management of the country. The concept of the policy is the evolution of a decentralized, efficient and professionals, coordinated participatory system with respect to administration and management of the education system. Accordingly, the educational management of the school was set to a democratic leadership by School Board and Parent-Teacher Association committee consisting of members from the community, teachers and students. The implementation strategy of the policy created a mechanism by which teachers participate in preparation, implementation, evaluation and decision of the curriculum (MOE, 2010)
Due to the growing appreciation of the need for valid, knowledgeable inputs in administrative decision making from various organization levels, the need for involving stakeholders in decision-making is of paramount importance (Wekesa, cited in Mualuko et al ,2009,). Among other groups, very important groups who need to be involved in decision–making in schools are teachers. “Teachers are the custodians of instruction, implementers of school policies and coorganizers for school activities. Further, the decisions made in schools affect them and as professionals and specialists in different subject areas, they are better suited to make the correct decisions having in mind what is required of them as teachers” (Mualuko, 2009 p, 392). Much agreement is offered to the fact that teachers can take a larger role in the overall success of the school when committed to being active participants in the decision making process. A number of researchers have studied the relationship which increased teacher’s involvement in decision–making may have with a number of important school variables. One important aspect for teacher’s involvement in decision making is individual’s growth and development. Smylie (1996) discusses that participation improves teachers‟ opportunities in acquiring new knowledge and insights. These opportunities respectively enhance instructional implementation and students‟ outcomes. Thus, if teachers participate in school decision-making, better decisions would make and, hence, student’s achievement would improve.
Another issue considered for teacher’s participation in decision making is its importance to enhance a sense of democratic involvement. With regard to this Dachler and Wilpert (1978) state that democratic participation reflects the belief that offering the opportunity to participate in the governance of an organization is a moral imperative because individuals have the right to exercise some control over their work and their lives. Imber and Nedit (cited in Hayes, 1996) write that “greater participation in school was in tune with democratic society and led to enhance commitment, improve performance and better productivity in the school”.
Statement of the problem
It is argued that school systems must be restructured in a way they give teachers more space to participate in school based decision-making. School headmasters are also responsible for encouraging teachers‟ involvement in different areas of school decision–making. In a situation where decision is made independently by headmasters, teachers‟ commitment and initiation for effective implementation as well as proper utilization of resource in decision–making could be questionable. In this regard, Irwins (1996) explains that management is decision–making. Nevertheless, it is impossible to conclude that only managers make decision. Important decisions need to be made by consensus; that is everyone should agree to that decision and for its acceptance everyone must speak up, open to hearing each other’s need, and be patient and honest.
Consequently, teachers‟ limited involvement in school decision–making has become the great concern in secondary schools of south east senatorial zone. This may be because of the schools have many staff members when we compare with rural primary schools.
