Participation in Decision Making and Teachers’ Commitment: A Comparative Study between Public and Private Secondary Schools in Arusha Municipality, Tanzania

Abstract

This study sought to find out about participation in decision making and teachers' commitment among secondary schools in Arusha city. It employed descriptive comparative design. A total of 159 teachers filled the questionnaires whose reliability was established through pilot study before actual data collection (See appendices). The study concluded that there is significant relationship between participation in decision-making and teachers' commitment. Teachers are committed to the success of their schools and they are emotionally attached to their career. However, teachers' commitment and participation in decision-making was higher in private schools than in public schools. Based on findings, it is recommended that school authorities should maximize participation in decision making in order to raise teachers' commitment.

Relationship between teacher empowerment and job satisfaction: A Meta-Analytic path analysis

“…Teacher empowerment model (Short & Rinehart, 1992a). quantitative research of 159 teachers conducted in Arusha city secondary schools in Tanzania; the study was conducted to verify the link between engagement in decision-making and teachers' dedication; the results confirmed that teachers are committed to the success of their schools if they were involved in the decision-making process (Ngussa & Gabriel, 2017). Sarafidou and Chatziioannidis (2013), in a survey study of 143 primary school teachers in Greece, investigated teacher engagement in different fields of decision-making.…”

Academic Administrators’ Decision Making and Teacher Empowerment Towards Developing Organizational Leaders

“…Categorically，the study gathered the following data: (1) the profile of the teacher respondents in terms of 1.1. sex; 1.2. age 1.3. years of teaching experience and 1.4. highest educational attainment; (2) the teacher respondents' assessment of their academic administrators' decisionmaking styles in terms of 2.1. directive decision making; 2.2. analytic decision making; 2.3 conceptual decision making; and 2.4. behavioral decision making; (3) the significant difference in the teacher respondents' assessment of their academic administrators' decision-making styles when their profiles are taken as test factors; (4) the teacher respondents' assessment of their empowerment in terms of the following factors: 4.1. decision making; 4.2. professional growth; and 4.3. autonomy; (5) the significant difference in the teacher respondents' assessment of their empowerment when their profiles are taken as test factors; (6) the significant relationship between the teacher respondents' assessment of their academic administrators' decision making and their empowerment (7) the observations of the academic administrators; and (8) The output of this research is to propose a program which aims at developing organizational leaders.…”

Principal’s Participatory Leadership Approaches: An Effective Tool for Teacher Effectiveness in Fako Division, Cameroon

“…Collective decision-making improves the ability of education leaders to persuade others, form effective teams, resolve conflicts, and do away with conventional top-down leadership frameworks. According to Ngussa and Gabriel (2017), employee participation in leadership decisions and contributions can improve workers' job satisfaction. Employee involvement in group decision-making may help the company achieve its objectives by boosting morale, productivity, and the generation of creative and competitive ideas.…”