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Alfred Champion Ncube
Thembinkosi Tshabalala*
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Thembinkosi Tshabalala*
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World Journal of Educational Research and Reviews

Teacher participation in organisational development efforts: the case of secondary schools in Bulawayo province of Zimbabwe

Thembinkosi Tshabalala and Alfred Champion Ncube

Accepted 29 September, 2014. 

Citation: Tshabalala T, Ncube AC (2014). Teacher participation in organisational development efforts: the case of secondary schools in Bulawayo province of Zimbabwe. World Journal of Educational Research and Reviews, 1(1): 002-007

Copyright: © 2014 Tshabalala and Ncube. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are cited. 

Abstract

The study examined the extent of teacher participation in different areas of decision-making in secondary schools in Bulawayo Province of Zimbabwe and the impact of this involvement on school improvement through organisational development. A survey using self-administered questionnaires with a Likert-type scale assessing teachers’ actual and preferred participation in decision-making was employed. The sample comprised 200 teachers and 20 school heads.  Of the sample respondents, 78% were female and 22% were male.  Data were collected through semi-structured questionnaires. Descriptive statistical analysis was used to interpret data.  The study indicated that the actual teacher participation in decisions concerning learners was fairly high, but quite low in respect of managerial decisions. The difference between the actual and the preferred levels of participation showed high levels of deprivation.  Greater involvement in issues concerning learners and the lower levels of participation in respect of managerial issues were attributable to such dimensions as failure to adopt new decisions, passive resistance by teachers, bureaucracy and lack of knowledge by heads. The significance of the results of this study lies on the implications for school improvement practice: heads of schools should enhance teacher participation not only in issues relating to pedagogy but managerial issues as well.

Key Words: Organisational development, school improvement, decision-making, climate, secondary schools, province, staff motivation