Abstract:
The main purpose of this study was to investigate the relationship between Teacher
Participation in Decision Making and their Job Satisfaction in Governmental secondary
Schools of Jimma Zone. To conduct the study, correlational design was employed. Both
quantitative and qualitative method was employed to collect extensive data. A total of 160
respondents (120 teachers, 12 principals, 10 vice principals, 6 supervisors, and 12 PTA)
were included into the study. Teachers respondent were selected by using Kothari (2004), of
systematic sampling technique while 12 principals, 10 vice principal, 6 supervisor, 12 PTA
were selected by purposive sampling technique due to their manageability of school and
available knowledge concerning to their teachers. The data were collected through
questionnaires, semi structured interview and document analysis. Data gathered through
questionnaires were analyzed by using, mean, standard deviation, Pearson product
correlation coefficient and average mean. Data obtained through interview and document
review were analyzed qualitatively by describing the respondents’ ideas. The study revealed
that the extent of teachers participation in decision-making had average mean scores was
medium, indicating that, the respondents participated in decision-making in their respective
schools were not enough as it was required. Findings regarding job satisfaction indicated
that the overall mean score for job satisfaction was also medium which indicating that the
teachers were moderately satisfied with their job. Regarding their relationship, Pearson
product correlation coefficient results revealed that, there were a significant and positive
relationship between teachers’ participation in decision making and their job satisfaction
(N=120, r=.530**, p<0.01 level of significance). From the result, it was concluded that, one
can understand that teachers’ participation in decision-making has strong correlation with
job satisfaction. Consequently, it was also some of the major recommendations forwarded in
order to actively participating teachers’ in decision-making in their schools to develop the
sense of transparency in between teachers and school leaders, encourage, motivate and utilize
their wide range of experience and personal characteristics, and capability.
