Browsing by Author "Asefu Bekele"

Now showing 1 - 1 of 1
  • No Thumbnail Available
    Item
    Teachers Participation in Decision Making In Selected Government Secondary Schools of Bole Sub-City of Addis Ababa City Administration
    (Addis Ababa University, 2025-06) Asefu Bekele; Befekadu Zeleke (PhD)
    The main purpose of this study was to assess teachers’ participation in decision-making in government secondary schools in Bole sub-city, Addis Ababa city administration. To conduct this study, a descriptive survey design was used. A total of 209 respondents (199 teachers, 2 supervisors, and eight administrative bodies) participated in the study. The schools were selected using census, while principals and PTAs were selected using purposive sampling and department heads were selected using simple random sampling. Teachers to questionnaires were selected using simple random sampling. The data were gathered through a questionnaire, an interview, and a focus group discussion. Data gathered through the questionnaire was analyzed using a frequency table, percentages, and mean values. Data gathered through interviews was analyzed qualitatively. Finally, the findings revealed that teachers’ participation in decision-making in government secondary schools was inadequate. Besides school Principals and PTAs practices in encouraging teachers’ participation in decision-making roles were found to be ineffective. Lack of training and support for teachers, the unbalanced relationship between teachers and school leaders, and the absence of financial incentives were found to have impeded teachers' participation in the school’s decision-making. Thus, teachers' roles in school decision-making have not been given much emphasis in their respective schools. This is likely to affect teachers' interest in the activities of the school in general and the teaching-learning process in particular. Finally, the study recommended the need to facilitate a condition in which trained principals are assigned to school decision-making; providing reward to teachers with exemplary performance in their profession; establishing a collaborative relationship among teachers; treating and motivating all teachers equally; and the school leaders (principals and PTA) should communicate and give clear information on the issues related to school planning, income generation, the school budget, and school building to develop a sense of transparency between teachers and school leaders. These were also some of the major recommendations forwarded in order to improve teachers’ participation in decision-making.