An evaluation of educational and administrative decision making process in tolerance school context for job motivation

Abstract

The aim of this study is to specify class and branch teacher participation in educational and administrative decision making and their desire to participate, and reveal the level of relation between participation in decision making and job motivation. In the study a relational scanning model was made use of. The participants, 118 class and 70 branch teachers, 188 in total, from 11 schools were picked through simple random sampling method. According to the results, teachers are more involved in educational decision making in schools than in administrative decision making. Teachers, on the other hand, desire to have more participation educational and administrative decision making within their respective schools. In terms of gender, branch and professional seniority, the level of participation of teachers in decision making and their willingness to participate in decision making are close to each other. Despite the insufficient levels of participation of teachers in decision making, their motivation levels are generally high. As the level of participation of teachers in decision making has a strong relationship with their level of motivation, motivation levels increase as teachers’ participation in decision making increase. Therefore, school administrators should be trained on persuading participation and treat teachers fairly and provide equal opportunities to help them increase their organizational and administrative motivation level.