Revitalizing Teachers’ Involvement in Decision Making in Public Senior Secondary Schools in Birnin Kebbi Education Zone of Kebbi State, Nigeria

Abstract

This study investigated the extent at which teachers involves in decision making process in public Senior Secondary Schools in Birnin Kebbi Education Zone of Kebbi State, Nigeria. The study adopted descriptive survey research method. 291 teachers were randomly selected from 35 public Senior Secondary Schools within the zone as participants for the study. The instrument for data collection was questionnaire titled “Teachers’ Involvement in School Decision-Making Process Questionnaire” (TISDMPQ) adapted from Hussein, (2015), closed structured, a five point likert scale ranges from VH to VL. The instrument was validated by the experts in the field of Educational Administration and planning of the Faculty of Education and Extension Services, Usmanu Danfodiyo University, Sokoto. 0.73 was obtained as the reliability co-efficient by using Cronbach Alpha. Three research questions were formulated to guide the conduct of the study. Descriptive statistical tools, such as tables, Frequency and Percentage was used for analyzing the data. The result revealed that the extent at which teachers involves in decision making was varied from one area of decision to another. For example Teachers’ Involvement in School rules and regulations decision making process in public Senior Secondary Schools in Birnin Kebbi Education Zone of Kebbi State was high, the level of teachers’ involvement in School financial matters decision making in public Senior Secondary Schools in Birnin Kebbi Education Zone of Kebbi State was very low and the degree of Teachers’ Involvement in students’ affairs and discipline decision making was medium as the result indicated. The study therefore, recommended among other; that the School leaders i.e. Principals and PTAs chairmen also need to communicate and give clear information to teachers and parents on the issues related to school finance so as to develop the sense of transparency between teachers and school leaders and provide proper orientation on the right, duties and responsibilities of individual teachers in each area s of decision making and involve them to bring a change in teaching learning process.