Authors :
Samuel Tatsi; Enock Yeng; Yaa Serwaa Addai
Volume/Issue :
Volume 9 - 2024, Issue 4 - April
Google Scholar :
https://tinyurl.com/yc2m3df5
Scribd :
https://tinyurl.com/3evpeznw
DOI :
https://doi.org/10.38124/ijisrt/IJISRT24APR1593
Abstract :
This study sought to analyze teacher inclusion
in decision-making processes in public basic schools in the
Ho West District of the Volta Region. Drawing on Charles
et al.'s (1997) shared decision-making theory, the research
employed a quantitative approach and utilized the
descriptive survey design. The sample included 450 public
school teachers selected through stratified random
sampling. Data were collected using questionnaires with a
Cronbach's Alpha coefficient of 0.85 and analyzed using
mean, standard deviation, and independent samples t-test.
Results indicated that teachers were actively involved in
providing input on resources and participating in
professional development, but their engagement was less
prominent in areas such as staff hiring and decision-
making related to school improvement initiatives. Factors
influencing teacher inclusion included the school
administration's recognition of teacher input, clarity in
communication, time constraints, and leadership support.
Based on these findings, recommendations were suggested
to enhance communication channels, ensure transparency,
and establish structured mechanisms for teacher
involvement in decision-making.
Keywords :
Decision-Making, Factors, Nature, Public Basic School, Teacher Inclusion.
This study sought to analyze teacher inclusion
in decision-making processes in public basic schools in the
Ho West District of the Volta Region. Drawing on Charles
et al.'s (1997) shared decision-making theory, the research
employed a quantitative approach and utilized the
descriptive survey design. The sample included 450 public
school teachers selected through stratified random
sampling. Data were collected using questionnaires with a
Cronbach's Alpha coefficient of 0.85 and analyzed using
mean, standard deviation, and independent samples t-test.
Results indicated that teachers were actively involved in
providing input on resources and participating in
professional development, but their engagement was less
prominent in areas such as staff hiring and decision-
making related to school improvement initiatives. Factors
influencing teacher inclusion included the school
administration's recognition of teacher input, clarity in
communication, time constraints, and leadership support.
Based on these findings, recommendations were suggested
to enhance communication channels, ensure transparency,
and establish structured mechanisms for teacher
involvement in decision-making.
Keywords :
Decision-Making, Factors, Nature, Public Basic School, Teacher Inclusion.
