Abstract:
The purpose of the study was to assess the relationship between teacher‟s
involvement in decision making and their motivation in Kafa zone secondary
schools. The study used a mixed research approach and a correlation
survey research design to explain the current trends in the study area. The study
involved 134 teachers, five woredas, and 15 principals of secondary schools
participants to obtain both qualitative and quantitative data. These participants
were selected by using purposive for woreda and principals, convenience for
vice principals, and proportional stratified sampling techniques for teachers.
Data gathering instruments, open and close-ended questionnaires, and semistructured interviews were used to collect data. Qualitative data were analyzed
thematically, whereas quantitative data were treated by using simple descriptive
statistics that include frequency, means, and percentages by Statistical Package
for Social Science (SPSS version 26). The findings of the study showed the
teacher's participation in decision-making was at a low level. Teachers’
involvement in school planning, budget and income generation, and school
building effort were found to be unsatisfactory. The majority of teachers and
principals were not involved in school curriculum and instruction, student
affairs and disciplinary problems, and school policy, rules, and regulations. In
addition, the majority of teachers were not motivated due to the lack of
involvement in issues of the schools. Therefore, the study concluded that low
participation of teacher’s school in decision-making leads to working
involvement is difficult to lead and this affects the performances of schools.
Correspondingly, unmotivated teachers do not provide education properly, and
this affects the quality of education. Besides, there should be needed
participating teachers in all activities concerning school decision-making and
strong collaboration among teachers, school principals, and regional, zonal,
and woreda education offices be given participate.
