Teacher participation in school management

Abstract

The purpose of this research was to investigate the nature, extent and forms of teacher participation in school management. The key concept of participation was defined In terms of concepts commonly used in the literature and explored from a variety of standpoints based mainly on the tenets of democratic theory. Characteristics, extent, format and outcomes of participation were stipulated as were factors influencing participation. A pragmatic approach was adopted to explain the key concept of school management indicating management tasks, processes and structures employed to effect teacher participation. The empirical research utilised a Questionnaire administered on a sample of 19 principals and 209 teachers attached to 40 secondary schools. The research instrument focused on the respective opinions of principals and teachers concerning actual and desired participation of teachers, structures and processes employed to enhance teacher participation and effects of participation on the school and its members. Statistical techniques used in the empirical study included measures of frequency, computation of means and standard deviations and the application of t•tests. A major finding emanating from the research was that while principals and teachers differed in their perceptions on what is and ought to be the extent of teacher participation both agreed that teachers were deprived of participation in all management activities especially with regard to planning activities. A model, based on a developmental Change strategy, was proposed to guide implementation of teacher participation The bottom line recommendation was that in terms of participation, school management should be a proactive, synergistic and empathic teamwork between principals and teachers.