Abstract
Teachers' participation in decision-making plays a significant in their work performance. In Tanzania, the idea of participation in decision-making emerged from decentralization policy and was adopted in the field of education through the Education and Training Policy of 1995. The theme was to emphasize that school administrators involve teachers in decision-making to improve school work performance. This study sought to find out the relationship between teachers' participation in decision-making and their work performance and identified the factors affecting teachers' participation in decision-making to work performance in secondary schools. Also, the study anchored on Transformational Leadership Theory developed by Mac Gregory Burns in 1978. Moreover, the study adopted a mixed research approach specifically convergent parallel to collate data from teachers, heads of schools, WEOs, and DEO for secondary schools. Validity and reliability of quantitative instruments were tested through content and appearance whereby 0.82 correlation coefficients were obtained to indicate the instruments were valid and reliable. Likewise, the reliability of qualitative tools was obtained through a triangulation system. Quantitative data were analyzed through a computer software program known as SPSS version 20 while qualitative data were analyzed through content analysis methods which involved assigning data into themes, categories, and summarization. The findings demonstrated that there is a relationship between teachers' participation in decision making as it increases efficiency, commitment, accountability and enhances students' performance. Also, the study indicated that teachers' participation in decision-making was affected by inadequate time for participation, financial challenges, facilities, transparency, and lack of leadership training. These factors led to poor academic performance in schools.
Highlights
In Tanzania, the idea of shared decision-making originated from the decentralization system that began in 1972 when the central government transferred some of its powers and functions to restricted authorities (Godda, 2014)
Relationship of Teacher's involvement in Decision Making and work Performance. This objective sought to unveil the relationship between teachers' participation in decision-making and their work performance in public secondary schools in the Meru District council
The findings indicated that teachers viewed their participation in decision-making as an important aspect to enhance work performance in secondary schools, ; in some circumstances 16. 9 percent neglected because they were not involved in all school-related matters
Summary
In Tanzania, the idea of shared decision-making originated from the decentralization system that began in 1972 when the central government transferred some of its powers and functions to restricted authorities (Godda, 2014). Education and Training Policy of 1995 emphasized the transfer of authority from central government to schools and teachers (URT, 2010). Secondary Education Development Program SEDP I and SEDP II stated that the government restated the role of local government to involve lower authorities in school to engage in decision-making process whereby teachers' participation in the implementation of education programs was highly needed (URT, 2010). Following the implementation of policy programs, the idea of involvement in decision-making seems to be achieved at higher levels of education administrations than in lower authorities in schools. Education Sector Development Program ESDP 2007/2008- 2016/2017 outlines the structure and process for education sector dialogue in Tanzania mainland from the Ministry level to school level whereby participation of stakeholders of education was given priority to improve performance (URT, 2010). The ESDP review of 2016/2017- 2020/2021 emphasized that the existing dialogue structure has played a significant role in fostering collaborations among key education stakeholders to get updates on emerging issues (URT, 2017)
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