Challenges of Teachers in Decision Making Essay

1.1 STATEMENT OF PURPOSEThe purpose of this study is to investigate the extent to which teachers move into in close-making at Government Secondary drillhousehouse Omala, Omala L.G.A. argues that purposeful planning depends on effective finish-making. Teachers and didacticsal managers cave in decisions on a perfunctory basis. These decisions may influence pupils, teachers and the future of the condition. Dawn of new Education establishment of rules has seen a proliferation of Educational policy and legislation specifying and advocating full troth by stakeholders in the governance and concern of schools. The discipline policy documentscontinuously refer to the democratisation of schools and the study system as a whole. The documents that ca-ca make this c either, include the National Education Policy Investigation Report, A policy framework for education and training, the fresh Paper on Education and Training which wholly culminated in Kogi province take aims tha t is currently the driving deplumate behind the operation of each schools in Kogi State. The report of task team up on Education steering adoptment suggested that, in line with similar trends in several other States, has placed Kogi State schools unwaveringly on the road to a school based system of management where schools will change magnitudely watch over to manage themselves. The report suggests further that effective self-management must be accompanied by an internal devolution of federal agency inside the school and greater social function of all decision-making subroutinees. The work on self-managing schools is strongly influencing by and by developments that devolution of power to school must be matched by an authorization of the great unwashed within the school. In this inquiry, it has been suggested that the notion of participative burn downes, which has become en fecunded in the folklore of education management, is the most appropriate way to run schools, i t has become well associated with school effectiveness and improvement.1.2 STATEMENT OF THE PROBLEMIt is important to look closely at the Secondary school education system with the view of determining how decisions argon taken at school. Prior to the basis of Teachers betrothal in decision making, teachers did not have a declargon in decisions that affect them in their daily lives. The line which is the main focus in this research is to determine to what extent the teachers participate in decision-making in secondary schools at Government Secondary School Omala, Omala Local government Area of Kogi State, in align to ensure their satisfaction as well as the exploit of the schools goals.1.3 OBJECTIVES OF THE STUDY To determine what is the current power regarding participativedecision-making at Government Secondary School Omala, Omala Local government Area of Kogi State. To determine what effect the slaying of current participative decision-making has on secondary schools at Government Secondary School Omala,OmalaLocal government Area of Kogi State To determine how participative decision-making affects teachers morale. To determine what changes are desirable to teachers in the management approach.1.4 LIMITATION OF THE STUDYThis study is a foc employ case study of teacher confederation in decision-making at Government Secondary School Omala, Omala Local government Area of Kogi State.1.5 DEFINITION OF CONCEPTS1.5.1 Decision making Decision-making can be seen as the suppuration of consciously choosing the most suitable way of action to solve or handle a especial(a) problem after various alternatives have been considered to achieve the go under goals or objectives.1.5.2 School Management Team Is a group of teachers who are involve in the task of leading and managing schools Example Head of department (HOD), deputy lead and principal.CHAPTER 2 LITERATURE REVIEW2.1 INTRODUCTIONThe Decision-making is a continual management execute which plays an im portant part in the management process and which is vital to all thecyclical management functions. whatever scholars like Kruger and forefront (199619) argue that when the principal allows teachers to participate in veritable aspects of the management of the school, she/he gives an luck to teachers to experience province. By so doing, the principal does not relinquish his/her assurance but his/her authority is enhanced. Pretorius (2010) believes that clinical leadership increases a position relationship between principals and teachers. therefore, teachers become committed to teaching, because they are participating in decisions that affect them. According to Professor Aturata (2008), in the light of trend towards the decentralized school Management in Kogi State, research indicates that teachers need to be empowered to participate fully in decision-making. withal argues that the concept of educator empowerment in decision-making require to be closely studied in toll of its effect on educator participation in decision-making at school.Professor Soyinka states that an effective schooling can only occur when two the principal and teachers are tangled in the decision-making process. Non-involvement of teachers in decision-making may result in conflict, as there is no consultation between principal and educators on policy matters and operational procedures at school. nevertheless probable only one way to democratize schools. To practice democracy means learning to be responsible for freedom, to make long term strategic decisions and most importantly, to accept the fact that democracy is likely when all participants in the educational process share it. Sule Maitama et al. (2009) cite the following from the educational system, The governments effective educational programmes depend on a process of consultation and negotiation among those vitally affected. So the policies adopted will reflect their values and goals, thus increasing the prospect of wholeh earted support.2.2 DECISION-MAKINGDecision-making has never been easy and it is especially challenging for the educational managers of today. The Decisions can be made by the Principal as an separate or in a group where the entire staff or a ask group of staff members will be present. The two contexts of decision-making differ significantly. Educational managers should evaluate the nature of theproblems and decisions to be made and then decide if participative or group decision-making is called for. Decision-making can be seen as a process of consciously.Choosing the most suitable way of action to solve or handle a particular problem after various alternatives have been considered to achieve the set goals and objectives. This implies that decision-making must be converted into action. The decision-making process involves a series of complex interactions of events. These interactions constitute the following stages, namely(i) Study the existing situation carefully.(ii) Recognize an d fructify the problem.(iii) Examine the detailed make-up of the problem in the existing situation.(iv) Decide on the criteria for resolving the problem.(v) Develop a plan for action.(vi) Initiate the plan of action.2.3 MODELS FOR DECISION-MAKING2.3.1 The classical toughie The classical decision possible action assumes that decisions should be completely rational. This model employs an optimsing strategy by seeking the best practicable alternative to maximize the achievement of goals and objectives. According to the classical model, the decision-making process is a series of sequential steps as follows(i) A problem is identified.(ii) Goals and objectives are established.(iii) All the possible alternatives are generated.(iv) The consequences of each alternative are considered.(v) All the alternatives are evaluated in terms of the goals and objectives.(vi) The best alternative is selected, that is, the one that maximizes the goals and Objectives.(vii) Finally, the decision is impl emented and evaluated.2.3.2 The administrative modelHoy and Miskel (2006317) say that this is the strategy of satisficing in an attempt to provide a much accurate description of the way administrators twain do and should make organisational decisions. This model rests upon the basic precondition that The decision-making Process is a cycle of events that includes identification and diagnosis of a difficulty, the reflective development of a plan to alleviate the difficulty, the initiation of the plan, and the appraisal of its success. This model relies on both experience and theory to guide decision-making.2.4 PARTICIPATIVE APPROACH TO DECISION-MAKING AT SCHOOLSince participative management has become popular, an increasing number of decisions have been made by groups rather than individuals. In the group decision-making process, decisions are the product of inter soulal decision-making processes and group dynamics. According to Merry Parker people who have been allowed a voice in decisions that affect them are to a greater extent than likely to be accepted and adhere to the decisions and quality of a decision refers to the extent to which the decision is eventually self-made in meeting the goals and objectives of the decision makers.2.4.1 Collegial model of managementThe collegial model includes all those theories which emphasise that power and decision-making should be sharedamong some or all members of the placement. These approaches range from a restricted collegiality where the leader shares power with a limited number of senior colleagues to a pure collegiality where all members have an equal voice in determining policy. Collegial models assume that Organizations determine policy and make decisions through a process of discussion leading to consensus. Power is shared among some or all members of the organization who are thought to have a correlative go steadying about the objectives of the schools.2.4.2 Application of collegiality in a secondary school situation The entrance of the collegial model in secondary schools has been laggard than in higher education. The tradition of all powerful heads with authority over staff and accountable to remote bodies has stifled several attempts to develop participative models on management. The formal position is that heads alone are responsible for the organization and management of schools. This consideration has acted as a brake on some heads that gaze to share their power and as a convenient justification for those reluctant to share power. In large schools, there is a need for sub-units like committees in order for staff to have formal representation on decision-making bodies, and there is the assumption that staff has formal representation on such bodies. Research was conducted by different researchers at different schools in Kogi state, where the principal was committed in collegiality and introduced several participative elements, Several collegial features were found in th e school. Staff had ample formal representation within the decision-making structure and decisions were usually reached by consensus. Despite his unattackable intentions, the principal recognized that the school was not collegial.2.4.3 Advantages of collegiality in that location are three main advantages of collegiality The evidence that teachers wish to participate to a greater extent fully in the management of their schools. T The quality of decision-making is likely to be split when staffparticipates in the process as it increases the experience and expertise brought in to solve theproblem. Staff participation is important as it usually has the responsibility of implementing any changes.Collegiality does not require confrontation or conform behaviours, but allows for indeterminate discussion and consensus. It employs personal power, not positional power. Positional power is temporally set aside, since the group member communicates and co-operates in the spirit of caring for o ne another and the vision of the organization. It changes interaction from those that call on the carpet dis go for and disrespect to those that are based on mutual trust, support and smell outing of personal worth. With collaboration, people do not try to defeat one another and the organisation, but work with colleagues towards success.2.4.4 Limitations of collegiality The main limitations of collegiality are It is so normative, it hides reality. Decision-making is slow and cumbersome. Meetings are often lengthy with issues often ending unresolved. Time and patience necessarily to be invested, and this is usually after hours when staff is tired as noted There is no cover of unanimity of outcomes after participation and debate. It is unrealistic to assume that consensus can be reached as the model undermines the implication of conflict. Tension that exists between different styles of management, as positional authority often surpasses the authority of expertise in reality. The function of leaders to external bodies or councils often leads to conflict as it is difficult to defend policies that have emerged but do notenjoy the support of the leader, and difficult to establish who is responsible for policy. There is as well the possibility of conflict between internal and external bodies. Staff participation needs to be an passable level for collegiality to be effective. When staff attitudes are not supportive, it will fail.. The heads play a vital utilization and collegiality depends ultimately on them. If they so choose, they can limit the scope of collegiality as diminishing their power, and perhaps ultimately their identity). The quality of management depends on personal and professional qualities of those that lead and manage .2.4.5 Collegial relationshipThe construct of effective teams is a major responsibility of the other senior staff. Effective teams are necessary for the proceed growth, development and day-to-day management of an organization . The School Management Team (SMT) should create the environment where people feel they want to give extra discretionary effort. The school needs to develop a hotshot of identity. The guts of direction, belonging and identity are central to every team and participants enter a group with galore(postnominal) highly developed perspectives and talents. Through collegiality, the team learns how to respect, appreciate and foster the individual identities of group members. Building a collegial group composed of diverse talents and perspectives which require a special sensitivity to each person feel like a value and appreciated contributor. The group should develop a sense of mutual and share responsibility. Team members cannot work towards a desired outcome until they have formed a sense of team spirit and learned to trust and support one another .The trust is the foundation upon which school effectiveness is construct. An effective work culture cannot develop unless trust exists withi n the organization. sureness allows a rich culture to develop, and allows individuals to achieve their full potential. Trust develops as people expose themselves, share and take risks together. Trust tends to reduce guardianship of dependency on others and eliminates the potentially negative effects of conflicts. The trust is also unsounded cement that bonds an organization together, facilitating good discourse rectifying badly timed actions, making goal attainment possible and creating the conditions for organizational success. Effective collegial relations develop within the organization only when all levels within an organization have opportunities to come together at the beginning of the project. The principal is expected to ensure that a collegial relation prevails within the school.2.4.6 Collaboration power manductionAccording to Dludla (2001 27), collaborative power arises as staff members learn to make most of their collective capacity to run the day-to-day affairs of th eir school and solve problems. If teachers are involved in the running of the school, they are challenged in a number of ways, such as learning new ways of doing things and even values and attitudes. Lack of involvement results in fear and uncertainty which induce reluctance to change even if the fruits of change may be somehow desired. collaborative power is of utmost significance if the school must succeed. He further comments that this form of power is infinite because it enhances the productivity of the school on behalf of the students. His other view is that whereas top-down leadership may have a role in managing a school, a principal as collaborative leader has to find the honorable balance between the top-down and bottom-up so that the school meets it challenges. But participation and power sharing does not mean that a school needs to get together every time a decision is made. The main objective in participative decision-making is to reach consensus. Staff needs to be educ ated in the consensus-based management process. This education will corporate an intellectual that each individual cannot unilaterally determine the settlement to decisions but can contribute to consensus being reached. It would also need to develop an understanding that shared participation leads to shared responsibility. Principals need to know that the principal who shares power with teachers is still a leader. This principal is a more effective instructional leader because empowered teachers are more likely to maximize their potential.2.4.7 Teacher empowerment Good relations are essential for effective change and it is important that relations with teachers, who have the responsibility to implement these changes, Teachers need to have a sense of empowerment and need to be encouraged to participate in the changes. Empowering involves releasing the potential of individuals, allowing them to flourish and grow, to release their capacity for infinite improvement and teacher as a cr itical factor in student education. The conviction is that developing teachers as classroom instructors and bounteous them a greater voice in the decisions that affect the school will make teaching more effective. Teachers are empowered in a number of ways, one of which is staff development. Needless to say, for teachers to be successful educators during transformation, they need to undergo some kind of development and training.2.4.8 Open information systemThe effectiveness of communication between group and individuals is crucial in this regard and claims that under present day conditions, information has to be shared much more widely. In the context of the school, changes with regard to National and State policy documents, the school procedures, role and resource allocation are all aspects of change that need to be communicated to the necessary constituencies. This may be done through regular meetings, workshops, and rotation of policy documents to members of staff. These are imp ortant procedures to enhance open communication system where people can express their feelings freely. By working together in this way, the principles of transparency, accountability and trust are promoted.In collegial group, flexible patterns of communication are used so that all members feel free to participate equally and at will. Minority opinions are encouraged and understood. Individuals know and understand one another, and are sensitive to each others ideas and reactions. There is a level of trust and mutual respect that results in members dealing candidly with one another without fear of harmful effects. shield to change flourishes where there is poor communication, little or no active participation and involvement in decisions and where tensions are allowed to simmer unchecked. To overcome such resistance, it is necessarythat there be open lines of communication participation and involvement of all stakeholders, an automated teller of facilitation, support, negotiation an d agreement.2.5 WHO SHOULD PARTICIPATE IN DECISION-MAKING AT SCHOOL?According to Van der Bank (2007150), participative decision-making does not mean that all staff members must participate in all decisions. There are two criteria, which could be used to determine which staff members should participate in which decisions. The first of these criteria is relevance and the second has to do with expertise. Relevancy-refers to the interest a specific person has chargeing the problem and the accompanying decision. Expertise-refers to the extent to which participants to decision-making are qualified by means of training and experience.2.6 STEPS FOR EFFECTIVE PARTICIPATIVE DECISION-MAKINGThere are nine steps in an effective participative decision-making process which comprised the following(i) Identify the problem(ii) wrap up the problem(iii) Analyze the cause(iv) Search for alternative solutions(v) Select alternatives(vi) Plan for implementation(vii) Clarify the slew(viii) Develop an a ction plan(ix) Provide evaluation and accountability2.7 THEORY ON PARTICIPATIVE DECISION-MAKINGAccording to Nzimande (200106), the assumption that individuals have expectations about outcomes that may manifest as a result of what they do, underlies the expectancy theory. This means that individuals are regarded as thinking and reasoning beings that are to participate in future events, so as the teachers at school. This is the anticipation of the greater performance and the greater outcome. This is the strength of an individuals preference for an outcome. If teachers are propel through rewards, they may be good participators in decision-making at school. The guidelines on participative decision-making at schools are .Participation is more appropriate when the principal does not possess enoughinformation to solve a problem. Participation of teachers is more appropriate when the nature and dimensions ofthe problems are not clear. Participation is more appropriate when decisions are im portant and germane(predicate) to teacher.2.8 ADVANTAGES OF PARTICIPATIVE DECISION-MAKING AT SCHOOL Groups provide a larger sum of knowledge than would be accessible to individual members, thus leading to informed decisions. Participation in decision-making increases the acceptance of decisions, which improves the motivation to implement the decision. Groups are spontaneous to take greater risks than individuals, which leads to aggressive solutions to problems.2.9 BENEFITS OF PARTICIPATIVE DECISION-MAKING AT SCHOOLThis research has indicated that participative decision-making results in a number of benefits for illustration Increased decision quality Decision creativity Decision acceptance Decision understanding Decision judgment Participation results in teacher satisfaction with the profession of teaching. Teachers prefer principals who involve them in decisions-making. Teachers uncomplete nor want to be involved in every decision-making in fact too much involvement can be as d etrimental as too little .2.10 POSSIBLE CONSEQUENCES IF TEACHERS DO not PARTICIPATEIN DECISION-MAKING AT SCHOOLThere are some problems that teachers face when they not involved in decision-making at school, namely Behavior changes Psychological withdrawal Influence on mental health for example stress, burnout, etc.CHAPTER THREE3.0 EARLIER METHOD OF DECISION MAKING IN SECONDARY SCHOOLSIn the olden days, it was deemed necessary to instruct the conquered people in the doctrines of the Homes, and transform them into loyal subjects. They began re-educating the native adults and providing instruction to the children and youth, indoctrinating and educating them in the rudiments of social life to use them to benefit the School. One piece of information that is never controversial in educational discourse is the pattern of initial recruitment into schools in Nigeria. Several studies Wise (1956) Ikejiani, Hansen, Okeke & Anowi (196), Fafunwa (1979) and Taiwo (1981), for instance, collection that in southern Nigerian, often the first pupils in the secondary schools were drawn from groups who were to some extent peripheral or subordinate within the traditional positioning hierarchies. In Northern Nigeria, however there were legion(predicate) cases according to Hisket (1975) and Ibrahim (1979) where member of the traditional elites were the first to be recruited. The initial schools in Yankee Nigeria for instance were Native administration in the sense that they were supported from local kinds and were very much the concern of the Native Authority Indeed in Yankee Nigeria the emirs being the heads of the Native Authori ty bui l t these schools (Wise 1956, p. 43) Ibrahim (1979) asser ts that in Kano State, the f ragmentary selective information that exist suggest that the students in governments schools at the initial period of western education in 1903 were disproportionately drawn from high socio-political elites of Kano citizens. Even within the immerse growth in educational opportunities that has occurred, it can be observed that the low socio-economic status people in northern Nigeria are still largely under represented within the upper reaches of northern educational system and attempts to increase proportional representation of lower status grouping conceived in terms of traditionalcriteria of status have been only moderately successful. In gross terms, it is possible to point to variant patterns of response to the introduction of secondary education in the country. Unlike in southern Nigeria, where the most usual result of the introduction of secondary education is a process of status reserved, in northern Nigeria, the process of status payoff is assumed to ensure a guaranteed degree of continuity in the recruitment of dominant groups. Of course, concepts derived in terms of this may do injustice to empirical realities since in practice the emergent pattern of social specialism in the less developed world represents a complex inter-we aving between traditional and emergent concepts of status. This theory may seven further be argued to be largely an academic exercise as the progeny of a modern type of urban centre has largely eroded the traditional criteria of status and authority in Africa. Influence of Commissions and Educational Laws on Secondary Education The early, schools functioned with scarcely any involvement by the compound government and as such there were no reasonable attempts to co-ordinate education system organized by the various missions. In this regard, there was no novelty as such in educational practice, all missions owned common allegiance to Christianity and they operated curriculum centered on English, Religion, and Arithmetic commonly called 3Rs. This system however changed in early 1880s particularly by the Education code of 1882 when colonial government assumed a measure of control of mission education. Significant improvement was made when the Ordinance No. 3 of 1887 was enacted to co nsolidate and amend the laws relating to the promotion of education in the colony of Lagos. Concerning secondary education, in 1879 there were three secondary schools namely the CMS Grammar school, built in 1859. Wesleyan Boys High School built in 1976 and St. Gregorys School 1879. The trend of the secondary school from 1897 to 1992 was a gradual increase in enrolment from 172 to 206. With the amalgamation of southern and Northern Protectorates. Lord Lugard proposed three types of secondary education with the aim of adapting the needs of education of the children in both protectorates to the man-power needs. The schools are the provincial schools, the sylvan and the non-government schools. The provinces, and located three to four kilometers out from the residential areas under a British Headmaster. The Resident and the paramount chiefs in the areas wherethese schools were located were to assist in the supervision of the schools. The entrants were between 12-14 years of age. The r ural school were meant for rural children who ultimately would remain in rural environments The rural school policy was not accepted particularly by people in the grey provinces and a grammar school policy was not accepted particularly by people in the Southern provinces and a grammar school policy was favored initially in the main urban areas.CHAPTER FOUR4.0 information ANALYSISINTRODUCTIONThe purpose of this study is to investigate through the perceptions of staff, the extent to which teachers participate in decision-making at Government secondary schools Omala, and as necessary, to make practical recommendations as to whom in the management arrangements of the secondary schools may be modified or enhanced to promote teacher participation in decision-making more effectively.4.1 data analysis entails bringing order, structure and meaning to the mass of time consuming, creative and fascinating process. Analysis of data about individual interviews was done through identifying comm on themes from the respondents description of their experiences. Ir germane(predicate) information was separated from the relevant information in the interviews. The relevant information was broken into phrases or sentences, which reflect a single, specific thought. The phrases or sentences were further be grouped into categories that reflect various aspects of meanings. The various meanings identified will be used to develop description as seen by the respondents.4.2 Analysis of quantitative informationThe researcher used descriptive statistics to analyse quantitative data.Descriptive statistics is a mathematical technique for organizing, summarising and displaying a set of numerical data.5.0 abbreviation AND CONCLUSIONS.This Research serves as a mechanism to identify and evaluate management practices that are consistent with the current call for a participative mode of education management and governance. The research questions form the essentials and the value of this study. The structure of the research provides the reader with what to expect in the ensuing assignment. This research has reviewed about participative management and the transformation role of the principal. The approach described requires an involvement and commitment from staff in order to bring about effective change. Also suggests that a collegial model is difficult to implement even when staff is committed to it.The school management functions remain dominantly in the hands of the principals and School Management Team (SMT). The extent of teacher involvement in management of the school is limited to the classroom. Principals do not motivate staff to be united. Team -work in schools is regarded as poor. Involving teachers in decision- making allows staff and management to work as a team. When teachers are involved in decision-making, they tend to own decisions, by ensuring the implementation of those decisions. A staff perception to the way in which participative management operates curre ntly at Government secondary schools Omola is that teachers are not adequately involved in decision-making in schools. Teachers in this study accept the responsibility of becoming the role players in managerial decision-making.CONCLUSIVELY, The principal should promote an atmosphere of trust by displaying fair treatment and proper management skills to the teachers. It is important for the principal to model attitude behaviour on the principles of democracy. Fair treatment of teachers is a prerequisite for building an atmosphere of trustand accountability. In the climate of transformation, it becomes imperative for a principalto display proper management skills so that his/her credibility as a leader is not broughtinto disrepute.Recommendations to teachers Teachers should take positive steps to become partners in managing their schoolsTeachers must not be complacent, but be active participants in terms of self education and managing school affairs beyond the boundaries of the classr oom. However, it becomes necessary for teachers to respect the positional power of the principal, which grants him / her authority to make certain decisions unilaterally. This requires involvement and commitment from staff in order to bring about effective change. Assess the principals understanding of their roleREFERENCES Kogi Education Congress 1994. A Policy Framework for Education and TrainingEducation desk.Omala townspeopleOmala L.G.A. in promoting teacher participation in decision-making within these schools. Adeyinka, A.A. (1971) The development of grammar school education in the Westernstates of Nigeria 1908 1968. unpublished M.Ed. Dissertation Submitted toUniversity of Ibadan. Ibadan Fafunwa, A. B. (1974) invoice of education in Nigeria. London. George Allen And Unwin Ltd. Federal Republic of Nigeria (1981). National Policy onEducation. Lagos NERC. Ibrahim, Y.Y. (1979) literal and socialization process A socio-folkloric Perspective of initiation from childhood to adultho od Hausa Community. Unpublished Ph. D. Thesis submitted to Bayero University Kano. Ikojani, O. (Ed ) Nigerian education. Bristol Western Printing Ltd. Taiwo. C.O. (1981) The Nigerian education system. Past Present and Future France and London Buller tanner Ltd. Wise, C.W (1956) History of education in British West Africa. Toronto Longman Green & Co.