Analysis of Teacher Inclusion in Decision-Making Processes in Public Basic Schools in the Ho West District

Abstract

This study sought to analyze teacher inclusion in decision-making processes in public basic schools in the Ho West District of the Volta Region. Drawing on Charles et al.'s (1997) shared decision-making theory, the research employed a quantitative approach and utilized the descriptive survey design. The sample included 450 public school teachers selected through stratified random sampling. Data were collected using questionnaires with a Cronbach's Alpha coefficient of 0.85 and analyzed using mean, standard deviation, and independent samples t-test. Results indicated that teachers were actively involved in providing input on resources and participating in professional development, but their engagement was less prominent in areas such as staff hiring and decision- making related to school improvement initiatives. Factors influencing teacher inclusion included the school administration's recognition of teacher input, clarity in communication, time constraints, and leadership support. Based on these findings, recommendations were suggested to enhance communication channels, ensure transparency, and establish structured mechanisms for teacher involvement in decision-making.