Teacher participation in decision-making in teacher training colleges in the Upper West region
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University of Cape Coast
Abstract
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ix, 89p. :ill.
Teacher participation in decision-making at the teacher training colleges promotes a good atmosphere for administrative work and also enhances teaching and learning. However, most teachers were not involved in decisionmaking at the teacher training colleges. The purpose of this study was to find out whether teachers were involved in decision-making process. The research design used was descriptive survey. The study sampled the opinions of tutors and principals regarding decision-making in teacher training colleges in the upper west region. Questionnaire was used to collect data from 30 professional teachers. Six of them were purposively selected and the remaining 24 teachers were selected through balloting. Descriptive statistics was employed to analyse data collected. Preference was given to teachers who have spent a period of at least two years in their respective colleges. The questionnaire was to sample views of teachers on the extent of teacher participation in decision-making, the structures put in place with regard to teacher participation, the perception of principals on teachers' involvement and teachers demographic characteristics associated with their involvement in decision -making. The study revealed that, teachers' were willing to participate in school decision- making but principals were not certain as to whether teachers should participate or not. However, teachers participated fully in decisions that were related to curriculum development and instruction. It is recommended that teachers must be allowed to make full use of structures put in place for decision-making at the teacher training colleges' level. These structures referred to various committees set by principals to ensure maximum participation of all teachers in decision -makin
Teacher participation in decision-making at the teacher training colleges promotes a good atmosphere for administrative work and also enhances teaching and learning. However, most teachers were not involved in decisionmaking at the teacher training colleges. The purpose of this study was to find out whether teachers were involved in decision-making process. The research design used was descriptive survey. The study sampled the opinions of tutors and principals regarding decision-making in teacher training colleges in the upper west region. Questionnaire was used to collect data from 30 professional teachers. Six of them were purposively selected and the remaining 24 teachers were selected through balloting. Descriptive statistics was employed to analyse data collected. Preference was given to teachers who have spent a period of at least two years in their respective colleges. The questionnaire was to sample views of teachers on the extent of teacher participation in decision-making, the structures put in place with regard to teacher participation, the perception of principals on teachers' involvement and teachers demographic characteristics associated with their involvement in decision -making. The study revealed that, teachers' were willing to participate in school decision- making but principals were not certain as to whether teachers should participate or not. However, teachers participated fully in decisions that were related to curriculum development and instruction. It is recommended that teachers must be allowed to make full use of structures put in place for decision-making at the teacher training colleges' level. These structures referred to various committees set by principals to ensure maximum participation of all teachers in decision -makin
Keywords
Decision making, Teachers in decision, Teacher training colleges