Authors : Merva S. Cabilla

Volume/Issue : Volume 10 - 2025, Issue 9 - September

Google Scholar : https://tinyurl.com/5223a9sx

Scribd : https://tinyurl.com/mry7xryv

DOI : https://doi.org/10.38124/ijisrt/25sep169

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Abstract : This study explored the involvement of secondary school teachers in school decision-making through the lived experiences of twenty-four (24) purposively selected participants, employing a phenomenological inquiry with in-depth interviews and thematic content analysis. The findings revealed two key themes of teacher participation such as active committee participation and performing leadership roles, highlighting how structured collaboration and leadership roles enable teachers to influence curriculum, policies, and school operations. This echoes the view that when teachers are given opportunities to take part in formal decision-making structures, they develop a stronger sense of ownership and accountability for school outcomes. Conversely, the study identified critical challenges such as time constraints, workload overload, and leadership and administrative issues, which revealed that excessive non-teaching duties and top-down decision-making often marginalize teacher voices. These challenges underscored systemic barriers, including micromanagement, symbolic inclusion, and competing priorities, which hindered meaningful engagement despite teachers' expertise. Drawing from participants' insights, the study proposed actionable recommendations, such as reducing non-teaching burdens and conducting administrator training on inclusive leadership, to foster collaborative governance. Furthermore, encouraging shared decision-making not only enhances school policies but also strengthens teacher morale and retention, since educators feel more valued and professionally respected when their input shapes institutional directions.

Keywords : Teachers’ Involvement, School Decision-Making, Musings of Teacher.

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