Abstract:
The main purpose of this study was to investigate the relationship between teacher participation in
decision making and their job satisfaction in government secondary schools of Jimma Zone, Oromia
Regional State. To conduct this study, correlational design and a quantitative research method was
employed. A total of 150 respondents (120 teachers, 10 principals and 10 PTSA heads and10 KETB
heads) were included into the study. Teacher respondents were selected by using Yamane (1967) formula
sampling technique while principals, PTSA and KETB heads were selected by census sampling technique
because their number was manageable. The data were collected through questionnaires, semi structured
interview and document review. Data gathered through questionnaires were analyzed by using, chisquare, percentage, mean, standard deviation, Pearson product correlation coefficient and average
mean. Data obtained through interview and document review were qualitatively analyzed by narration.
The study revealed that the extent of teachers’ participation in decision-making was no significant
difference between school principal and teachers in participation on different areas of decision
making. Findings regarding job satisfaction indicated that teachers were, generally, satisfied with
various aspects of their job. The overall mean score for job satisfaction was indicating that the teachers
were moderately satisfied with their job. Regarding their relationship, Pearson product correlation
coefficient results revealed that a significant and positive relationship between teachers’ participation in
decision making and their job satisfaction (N=119, r=.667**, p<0.01 level of significance). From this
result one can understand that teachers’ participation in decision-making has moderately correlation
with job satisfaction. The findings indicate that the level of job satisfaction for Teachers at the Jimma
Zone Secondary schools increases proportionately with an increase in their level of participation in
decision-making. It was, thus, concluded that teachers’ level of participation in decision-making was
moderate. There is a significant positive correlation between participation in decision-making and
teachers’ job satisfaction. Based on the conclusion, consequently, it was recommended that the
participation of teachers in decision-making process is crucial for the betterment of the teacher
satisfaction and school performance. Hence, the school management body devises strategies by which
teachers can participate more in the decision-making process as well as Provide meaningful
encouragement and economic incentives to teachers. Future researchers advised also replicate the
same study in private secondary schools. Because the findings of this study were limited to
government secondary schools.
