Abstract:
The main objective of the study was to examine the extent of participation of teachers in a
school decision-making in secondary schools of Bunno Bedelle Zone. To meet the desired
objectives, descriptive research design was applied with mixed approach both quantitative
and qualitative data. The data gathering tools employed was questionnaires, semi-structured
interview, and focus group discussion. The questionnaire was pre-tested and administered to
the sampled respondents. Then, the information gathered through the questionnaire was
analyzed using frequency, percentage, mean score, standard deviation. The qualitative data
obtained through interview and focus group discussion analysis were expressed in narration.
A total of 222 respondents (158 teachers, 8 principals, 56 PTAs, were included in the study.
The teachers were selected using simple random sampling while principals and parent
Teachers Associations were selected by availability sampling. The collected data were
analyzed using frequency, percentage, Mean and Standard deviation. The findings of study
revealed that the teachers‟ participation in school decision-making areas in planning, school
budgeting and income generation was low. School leaders in encouraging teachers‟
participation in school decision making was ineffective. The study found that financial
deficits, leadership styles, lack of training for school leadership, inadequate time for
involvement, and lack of confidence among school principals were the major factors affecting
teachers' participation in decision-making in schools. It was thus concluded that decision
making process in the study was not participatory and transparent. This implies that, less
attention was given to teachers‟ contribution for efficient and effective of school
performance. The researcher recommended that, in these selected secondary schools,
principals need to involve the teachers applying appropriate leadership styles and
supervisors, woreda educational expertise and heads provide trainings that can develop the
leadership skills of the principals were some of the recommendations forwarded by the
researcher based on the major findings.
