Challenges of Teachers in Decision Making Essay

1.1 STATEMENT OF PURPOSEThe purpose of this lead is to disregardvas the extent to which teachers participate in termination-making at judicature vicarious educate Omala, Omala L.G.A. argues that purposeful schemening depends on potent decision-making. Teachers and facts of lifeal managers claim decisions on a daily basis. These decisions may influence pupils, teachers and the future of the develop. Dawn of new(a) study system has seen a proliferation of groomingal polity and legislation specifying and advocating all-inclusive interest by stakeholders in the governance and c accedeing of schooltimes. The education policy documentscontinuously refer to the democratisation of schools and the education system as a whole. The documents that withstand make this call, include the content Education constitution investigation Report, A policy frame carry for education and education, the White Paper on Education and Training which all culminated in Kogi State check s that is currently the ride force behind the operation of all schools in Kogi State. The report of chore group on Education Management Development suggested that, in suck with similar trends in several(prenominal) other States, has placed Kogi State schools steadfastly on the road to a school based system of circumspection where schools lead increasingly come to manage themselves. The report suggests further that matterive egotism- direction essential be accompanied by an internal devolution of berth within the school and greater engagement of all decision-making turnes. The work on self-managing schools is strongly influencing later wearments that devolution of power to school must be matched by an empowerment of peck within the school. In this look for, it has been suggested that the nonion of participative approaches, which has draw en sizeableed in the folklore of education instruction, is the most allow for bearing to run schools, it has dumbfound closel y associated with school effectiveness and improvement.1.2 STATEMENT OF THE PROBLEMIt is big to expect closely at the Secondary school education system with the run across of determining how decisions be taken at school. Prior to the sub social structure of Teachers participation in decision making, teachers did non tolerate a say in decisions that cloaked them in their daily lives. The chore which is the drumhead(prenominal) focus in this research is to find out to what extent the teachers participate in decision-making in subsidiary schools at presidency Secondary School Omala, Omala Local judicature atomic number 18na of Kogi State, in order to experience their satisfaction as well as the makement of the schools closes.1.3 OBJECTIVES OF THE STUDY To determine what is the current situation regarding participativedecision-making at Government Secondary School Omala, Omala Local government Area of Kogi State. To determine what effect the executing of current par ticipative decision-making has on auxiliary schools at Government Secondary School Omala,OmalaLocal government Area of Kogi State To determine how participative decision-making bear ons teachers morale. To determine what changes atomic number 18 desirable to teachers in the focus approach.1.4 LIMITATION OF THE STUDYThis story is a focused case study of teacher participation in decision-making at Government Secondary School Omala, Omala Local government Area of Kogi State.1.5 rendering OF CONCEPTS1.5.1 Decision making Decision-making can be seen as the process of consciously choosing the most adequate way of action to light up or underwrite a picky problem after various substitute(a)s pitch been considered to achieve the furbish up goals or objectives.1.5.2 School Management team Is a pigeonholing of teachers who atomic number 18 involved in the task of tether and managing schools Example clearance of Department (HOD), deputy school principal and principal.CHAPTER 2 LITERATURE REVIEW2.1 cosmosThe Decision-making is a continual precaution function which plays an important part in the management process and which is vital to all thecyclical management functions. just rough(predicate) scholars like Kruger and Van (199619) argue that when the principal allows teachers to participate in certain aspects of the management of the school, she/he gives an opportunity to teachers to experience function. By so doing, the principal does not relinquish his/her authority moreover his/her authority is enhanced. Pretorius (2010) believes that clinical leading increases a position relationship in the midst of principals and teachers. in that locationfore, teachers become committed to teaching, because they ar participating in decisions that affect them. check to Professor Aturata (2008), in the light virtuallyness of trend towards the decentralized school Management in Kogi State, research indicates that teachers aim to be sceptred to partici pate fully in decision-making. similarly argues that the concept of educator empowerment in decision-making adopts to be closely examine in terms of its effect on educator participation in decision-making at school.Professor Soyinka states that an effective schooling can only occur when some(prenominal) the principal and teachers argon involved in the decision-making process. Non-involvement of teachers in decision-making may result in divergence, as there is no consultation betwixt principal and educators on policy matters and operational procedures at school. However potential only matchless way to democratize schools. To practice democracy factor learning to be responsible for freedom, to make long term strategical decisions and most importantly, to accept the fact that democracy is possible when all participants in the educational process sh atomic number 18 it. Sule Maitama et al. (2009) cite the following from the educational system, The governments effective educa tional programmes depend on a process of consultation and negotiation among those vitally affected. So the policies adopted will reflect their values and goals, thus increasing the prospect of wholehearted support.2.2 finding-MAKINGDecision-making has never been easy and it is especially challenging for the educational managers of today. The Decisions can be do by the Principal as an individual or in a sort where the entire stave or a select grouping of affable faculty fractions will be present. The two contexts of decision-making differ significantly. Educational managers should esteem the nature of theproblems and decisions to be made and then decide if participative or group decision-making is called for. Decision-making can be seen as a process of consciously.Choosing the most suitable way of action to solve or handle a particular problem after various alternatives have been considered to achieve the set goals and objectives. This implies that decision-making must be co nverted into action. The decision-making process involves a serial of complex interactions of events. These interactions demonstrate the following stages, namely(i) Study the existing situation c arfully.(ii) Recognize and set the problem.(iii) Examine the detailed make-up of the problem in the existing situation.(iv) ensconce on the criteria for resolving the problem.(v) Develop a plan for action.(vi) Initiate the plan of action.2.3 MODELS FOR DECISION-MAKING2.3.1 The classical modelling The classical decision theory fall upons that decisions should be all in all rational. This model employs an optimsing strategy by seeking the best possible alternative to maximize the achievement of goals and objectives. According to the classical model, the decision-making process is a series of sequential steps as follows(i) A problem is distinguish.(ii) Goals and objectives argon established.(iii) every last(predicate) the possible alternatives atomic number 18 generated.(iv) The conse quences of each alternative atomic number 18 considered.(v) All the alternatives are evaluated in terms of the goals and objectives.(vi) The best alternative is selected, that is, the genius that maximizes the goals and Objectives.(vii) Finally, the decision is utilize and evaluated.2.3.2 The administrative modelHoy and Miskel (2006317) say that this is the strategy of satisficing in an onset to provide a more accurate commentary of the way administrators two do and should make organisational decisions. This model rests upon the basic assumption that The decision-making Process is a cycle of events that includes identification and diagnosis of a difficulty, the reflective development of a plan to alleviate the difficulty, the origin of the plan, and the appraisal of its success. This model relies on two experience and theory to guide decision-making.2.4 PARTICIPATIVE APPROACH TO DECISION-MAKING AT SCHOOLSince participative management has become popular, an increasing number of decisions have been made by groups earlier than individuals. In the group decision-making process, decisions are the product of interpersonal decision-making processes and group dynamics. According to Merry Parker battalion who have been allowed a voice in decisions that affect them are more likely to be accepted and adhere to the decisions and prime(prenominal) of a decision refers to the extent to which the decision is lastly successful in meeting the goals and objectives of the decision makers.2.4.1 Collegial model of managementThe collegiate model includes all those theories which emphasise that power and decision-making should be sharedamong some or all members of the organization. These approaches range from a restricted collegiality where the leader shares power with a limited number of senior colleagues to a pure collegiality where all members have an equal voice in determining policy. Collegial models assume that Organizations determine policy and make decisions thr ough a process of discussion leading to consensus. Power is shared among some or all members of the organization who are thought to have a mutual judgment about the objectives of the schools.2.4.2 screening of collegiality in a secondary school situation The introduction of the collegial model in secondary schools has been slower than in naughtyer education. The usage of all powerful heads with authority over round and accountable to immaterial bodies has stifled several attempts to develop participative models on management. The nominal position is that heads wholly are responsible for the organization and management of schools. This consideration has acted as a brake on some heads that wish to share their power and as a convenient justification for those reluctant to share power. In long schools, there is a select for sub-units like committees in order for ply to have formal representation on decision-making bodies, and there is the assumption that module has formal re presentation on such bodies. Research was conducted by contrary researchers at different schools in Kogi state, where the principal was committed in collegiality and introduced several participative elements, Several collegial features were found in the school. Staff had ample formal representation within the decision-making structure and decisions were usually reached by consensus. Despite his groovy intentions, the principal recognized that the school was not collegial.2.4.3 Advantages of collegiality at that place are ternary main advantages of collegiality The evidence that teachers wish to participate more fully in the management of their schools. T The case of decision-making is likely to be better when staffparticipates in the process as it increases the experience and expertise brought in to solve theproblem. Staff participation is important as it usually has the responsibility of implementing both changes.Collegiality does not require confrontation or conforming beha viours, but allows for out-of-doors discussion and consensus. It employs personal power, not positional power. Positional power is temporally set aside, since the group member communicates and co-operates in the spirit of caring for one another(prenominal) and the vision of the organization. It changes interaction from those that arouse dis depose and disrespect to those that are based on mutual trustingness, support and feeling of personal worth. With collaboration, people do not try to defeat one another and the organisation, but work with colleagues towards success.2.4.4 Limitations of collegiality The main limitations of collegiality are It is so normative, it hides reality. Decision-making is slow and cumbersome. Meetings are a lot lengthy with issues often ending unresolved. Time and patience needs to be invested, and this is usually after hours when staff is tired as noted There is no guarantee of unanimity of outcomes after participation and debate. It is unrealistic to a ssume that consensus can be reached as the model undermines the significance of conflict. Tension that exists amid different styles of management, as positional authority often surpasses the authority of expertise in reality. The accountability of leaders to external bodies or councils often leads to conflict as it is difficult to defend policies that have emerged but do notenjoy the support of the leader, and difficult to establish who is responsible for policy. There is overly the possibility of conflict between internal and external bodies. Staff participation needs to be an adequate level for collegiality to be effective. When staff attitudes are not supportive, it will fail.. The heads play a vital role and collegiality depends ultimately on them. If they so choose, they can limit the scope of collegiality as lessen their power, and perhaps ultimately their identity). The quality of management depends on personal and professed(prenominal) qualities of those that lead and ma nage .2.4.5 Collegial relationshipThe building of effective police squads is a major responsibility of the other senior staff. Effective teams are obligatory for the continued growth, development and day-to-day management of an organization. The School Management Team (SMT) should create the environment where people feel they want to give bare(a) discretionary effort. The school needs to develop a mother wit of identity. The sense of direction, belonging and identity are central to every team and participants enter a group with many highly developed perspectives and talents. Through collegiality, the team learns how to respect, appreciate and foster the individual identities of group members. Building a collegial group composed of diverse talents and perspectives which require a special predisposition to each person feel like a value and comprehended contributor. The group should develop a sense of mutual and share responsibility. Team members cannot work towards a desired out come until they have formed a sense of team spirit and learned to trust and support one another .The trust is the foundation upon which school effectiveness is reinforced. An effective work culture cannot develop unless trust exists within the organization. Trust allows a rich culture to develop, and allows individuals to achieve their full potential. Trust develops as people discover themselves, share and take risks in concert. Trust extends to reduce fear of dependency on others and eliminates the potentially negative effects of conflicts. The trust is withalfundamental cementum that bonds an organization together, facilitating good communication rectifying badly timed actions, making goal attainment possible and creating the conditions for organizational success. Effective collegial relations develop within the organization only when all levels within an organization have opportunities to come together at the beginning of the project. The principal is expected to ensure that a collegial relation prevails within the school.2.4.6 Collaboration power sacramental manductionAccording to Dludla (2001 27), collaborative power arises as staff members learn to make most of their collective capacity to run the day-to-day affairs of their school and solve problems. If teachers are involved in the running of the school, they are challenged in a number of shipway, such as learning new ways of doing things and even values and attitudes. Lack of involvement results in fear and disbelief which induce reluctance to change even if the fruits of change may be somehow desired. Collaborative power is of utmost significance if the school must succeed. He further comments that this form of power is unlimited because it enhances the productivity of the school on behalf of the students. His other view is that whereas top-down leadership may have a role in managing a school, a principal as collaborative leader has to find the right balance between the top-down and bottom-up so that the school meets it challenges. But participation and power share does not mean that a school needs to get together every time a decision is made. The main objective in participative decision-making is to reach consensus. Staff needs to be educated in the consensus-based management process. This education will corporate an understanding that each individual cannot unilaterally determine the solution to decisions but can contribute to consensus being reached. It would also need to develop an understanding that shared participation leads to shared responsibility. Principals need to know that the principal who shares power with teachers is still a leader. This principal is a more effective teachional leader because empowered teachers are more likely to maximize their potential.2.4.7 Teacher empowerment Good relations are essential for effective change and it is important that relations with teachers, who have the responsibility to implement these changes, Teachers need to have a sense of empowerment and need to be encouraged to participate in the changes. Empowering involves releasing the potential of individuals, allowing them to pageantry and grow, to release their capacity for infinite improvement and teacher as a critical factor in student education. The conviction is that developing teachers as classroom instructors and giving them a greater voice in the decisions that affect the school will make teaching more effective. Teachers are empowered in a number of ways, one of which is staff development. Needless to say, for teachers to be successful educators during transformation, they need to undergo some kind of development and training.2.4.8 unmortgaged information systemThe effectiveness of communication between group and individuals is important in this regard and claims that under present day conditions, information has to be shared much more widely. In the context of the school, changes with regard to National and State policy documents, the sc hool procedures, role and resource allocation are all aspects of change that need to be communicated to the necessary constituencies. This may be done through regular meetings, workshops, and rotation of policy documents to members of staff. These are important procedures to enhance airfoil communication system where people can stockpile their feelings freely. By working together in this way, the principles of transparency, accountability and trust are heightend.In collegial group, flexible recitations of communication are used so that all members feel free to participate equally and at will. minority opinions are encouraged and understood. Individuals know and understand one another, and are spiritualist to each others ideas and reactions. There is a level of trust and mutual respect that results in members dealing candidly with one another without fear of harmful effects. Resistance to change flourishes where there is poor communication, fine or no active participation and i nvolvement in decisions and where tensions are allowed to simmer unchecked. To overcome such resistance, it is necessarythat there be open lines of communication participation and involvement of all stakeholders, an atmosphere of facilitation, support, negotiation and agreement.2.5 WHO SHOULD infix IN DECISION-MAKING AT SCHOOL?According to Van der Bank (2007150), participative decision-making does not mean that all staff members must participate in all decisions. There are two criteria, which could be used to determine which staff members should participate in which decisions. The first of these criteria is relevancy and the second has to do with expertise. Relevancy-refers to the interest a specific person has concerning the problem and the consequent decision. Expertise-refers to the extent to which participants to decision-making are qualified by center of training and experience.2.6 STEPS FOR EFFECTIVE PARTICIPATIVE DECISION-MAKINGThere are nine steps in an effective particip ative decision-making process which comprised the following(i) Identify the problem(ii) Clarify the problem(iii) Analyze the cause(iv) Search for alternative solutions(v) Select alternatives(vi) Plan for implementation(vii) Clarify the contract(viii) Develop an action plan(ix) Provide valuation and accountability2.7 THEORY ON PARTICIPATIVE DECISION-MAKINGAccording to Nzimande (200106), the assumption that individuals have expectations about outcomes that may manifest as a result of what they do, underlies the expectancy theory. This means that individuals are regarded as thinking and reasoning beings that are to participate in future events, so as the teachers at school. This is the anticipation of the greater carrying out and the greater outcome. This is the strength of an individuals takeence for an outcome. If teachers are move through rewards, they may be good participators in decision-making at school. The guidelines on participative decision-making at schools are .Particip ation is more appropriate when the principal does not own enoughinformation to solve a problem. Participation of teachers is more appropriate when the nature and dimensions ofthe problems are not clear. Participation is more appropriate when decisions are important and pertinent to teacher.2.8 ADVANTAGES OF PARTICIPATIVE DECISION-MAKING AT SCHOOL Groups provide a larger sum of knowledge than would be accessible to individual members, thus leading to informed decisions. Participation in decision-making increases the acceptance of decisions, which improves the motivation to implement the decision. Groups are willing to take greater risks than individuals, which leads to aggressive solutions to problems.2.9 BENEFITS OF PARTICIPATIVE DECISION-MAKING AT SCHOOLThis research has indicated that participative decision-making results in a number of benefits for example Increased decision quality Decision creativity Decision acceptance Decision understanding Decision judgment Participation r esults in teacher satisfaction with the profession of teaching. Teachers prefer principals who involve them in decisions-making. Teachers neither nor want to be involved in every decision-making in fact too much involvement can be as detrimental as too little .2.10 viable CONSEQUENCES IF TEACHERS DO NOT PARTICIPATEIN DECISION-MAKING AT SCHOOLThere are some problems that teachers face when they not involved in decision-making at school, namely Behavior changes Psychological withdrawal Influence on mental health for example stress, burnout, etc.CHAPTER THREE3.0 EARLIER METHOD OF DECISION MAKING IN SECONDARY SCHOOLSIn the olden days, it was deemed necessary to instruct the conquered people in the doctrines of the Homes, and transform them into loyal subjects. They began re-educating the native adults and providing instruction to the children and youth, indoctrinating and educating them in the rudiments of social life to use them to benefit the School. One character of information tha t is never controversial in educational discourse is the mould of initial recruitment into schools in Nigeria. Several studies Wise (1956) Ikejiani, Hansen, Okeke & Anowi (196), Fafunwa (1979) and Taiwo (1981), for instance, show that in southern Nigerian, often the first pupils in the secondary schools were drawn from groups who were to some extent marginal or subordinate within the conventional lieu hierarchies. In Federal Nigeria, however there were numerous cases according to Hisket (1975) and Ibrahim (1979) where member of the traditional elites were the first to be recruited. The initial schools in northern Nigeria for instance were Native administration in the sense that they were support from local kinds and were very much the concern of the Native Authority and then in northern Nigeria the emirs being the heads of the Native Authori ty bui l t these schools (Wise 1956, p. 43) Ibrahim (1979) asser ts that in Kano State, the f ragmentary data that exist suggest that the students in governments schools at the initial period of western education in 1903 were disproportionately drawn from high socio-political elites of Kano citizens. Even within the immerse growth in educational opportunities that has occurred, it can be observed that the low socio-economic status people in northern Nigeria are still generally under correspond within the upper reaches of northern educational system and attempts to increase proportionate representation of lower status grouping conceived in terms of traditionalcriteria of status have been only moderately successful. In gross terms, it is possible to point to variant patterns of response to the introduction of secondary education in the country. Unlike in southern Nigeria, where the most usual result of the introduction of secondary education is a process of status reserved, in northern Nigeria, the process of status reinforcement is false to ensure a guaranteed pointedness of continuity in the recruitment of domin ant groups. Of course, concepts derived in terms of this may do injustice to empirical realities since in practice the emergent pattern of social differentiation in the less developed world represents a complex inter-weaving between traditional and emergent concepts of status. This theory may septette further be argued to be largely an academic exercise as the emergence of a modern type of urban centre has largely eroded the traditional criteria of status and authority in Africa. Influence of Commissions and Educational Laws on Secondary Education The early, schools functioned with scarcely any involvement by the colonial government and as such there were no commonsensical attempts to co-ordinate education system organized by the various missions. In this regard, there was no novelty as such in educational practice, all missions owned common allegiance to Christianity and they operated curriculum centered on English, Religion, and Arithmetic commonly called 3Rs. This system howeve r changed in early eighties specially by the Education Ordinance of 1882 when colonial government assumed a measure of control of mission education. Significant improvement was made when the Ordinance No. 3 of 1887 was enacted to consolidate and amend the laws relating to the promotion of education in the colony of Lagos. Concerning secondary education, in 1879 there were one-third secondary schools namely the CMS Grammar school, built in 1859. Wesleyan Boys High School built in 1976 and St. Gregorys School 1879. The trend of the secondary school from 1897 to 1992 was a gradual increase in enrolment from 172 to 206. With the amalgamation of Confederate and Northern Protectorates. Lord Lugard proposed three types of secondary education with the aim of adapting the needs of education of the children in both protectorates to the man-power needs. The schools are the provincial schools, the rural and the non-government schools. The provinces, and located three to four kilometers away from the residential areas under a British Headmaster. The occupant and the paramount chiefs in the areas wherethese schools were located were to assist in the supervision of the schools. The entrants were between 12-14 years of age. The rural school were meant for rural children who ultimately would remain in rural environments The rural school policy was not accepted particularly by people in the Southern provinces and a grammar school policy was not accepted particularly by people in the Southern provinces and a grammar school policy was favored initially in the main urban areas.CHAPTER FOUR4.0 DATA ANALYSISINTRODUCTIONThe purpose of this study is to investigate through the perceptions of staff, the extent to which teachers participate in decision-making at Government secondary schools Omala, and as necessary, to make practical recommendations as to whom in the management arrangements of the secondary schools may be modified or enhanced to promote teacher participation in decisi on-making more effectively.4.1 Data analysis entails delivery order, structure and meaning to the mass of time consuming, creative and fascinating process. outline of data about individual interviews was done through identifying common themes from the respondents description of their experiences. Irrelevant information was separated from the relevant information in the interviews. The relevant information was broken into phrases or sentences, which reflect a single, specific thought. The phrases or sentences were further be grouped into categories that reflect various aspects of meanings. The various meanings identified will be used to develop description as seen by the respondents.4.2 Analysis of quantitative informationThe researcher used descriptive statistics to meditate quantitative data.Descriptive statistics is a mathematical technique for organizing, summarising and displaying a set of numerical data.5.0 SUMMARY AND CONCLUSIONS.This Research serves as a mechanism to ident ify and evaluate management practices that are consistent with the current call for a participative mode of education management and governance. The research questions form the essentials and the value of this study. The structure of the research provides the reader with what to expect in the ensuing assignment. This research has reviewed about participative management and the transformation role of the principal. The approach described requires an involvement and trueness from staff in order to bring about effective change. Also suggests that a collegial model is difficult to implement even when staff is committed to it.The school management functions remain dominantly in the hands of the principals and School Management Team (SMT). The extent of teacher involvement in management of the school is limited to the classroom. Principals do not motivate staff to be united. Team -work in schools is regarded as poor. Involving teachers in decision- making allows staff and management to w ork as a team. When teachers are involved in decision-making, they tend to own decisions, by ensuring the implementation of those decisions. A staff perception to the way in which participative management operates currently at Government secondary schools Omola is that teachers are not adequately involved in decision-making in schools. Teachers in this study accept the responsibility of becoming the role players in managerial decision-making.CONCLUSIVELY, The principal should promote an atmosphere of trust by displaying fair treatment and good management skills to the teachers. It is important for the principal to model attitude behaviour on the principles of democracy. Fair treatment of teachers is a prerequisite for building an atmosphere of trustand accountability. In the climate of transformation, it becomes imperative for a principalto display victorian management skills so that his/her credibility as a leader is not broughtinto disrepute.Recommendations to teachers Teachers should take positive steps to become partners in managing their schoolsTeachers must not be complacent, but be active participants in terms of self education and managing school affairs beyond the boundaries of the classroom. However, it becomes necessary for teachers to respect the positional power of the principal, which grants him / her authority to make certain decisions unilaterally. This requires involvement and commitment from staff in order to bring about effective change. Assess the principals understanding of their roleREFERENCES Kogi Education Congress 1994. A Policy Framework for Education and TrainingEducation desk.Omala TownOmala L.G.A. in promoting teacher participation in decision-making within these schools. Adeyinka, A.A. (1971) The development of grammar school education in the Westernstates of Nigeria 1908 1968. Unpublished M.Ed. talk Submitted toUniversity of Ibadan. Ibadan Fafunwa, A. B. (1974) History of education in Nigeria. London. George Allen And Unwin Ltd. Federal Republic of Nigeria (1981). National Policy onEducation. Lagos NERC. Ibrahim, Y.Y. (1979) Oral and socialization process A socio-folkloric Perspective of initiation from childhood to adulthood Hausa Community. Unpublished Ph. D. Thesis submitted to Bayero University Kano. Ikojani, O. (Ed ) Nigerian education. Bristol Western notion Ltd. Taiwo. C.O. (1981) The Nigerian education system. Past Present and Future France and London Buller sixpence Ltd. Wise, C.W (1956) History of education in British West Africa. Toronto Longman Green & Co.