Abstract:
factors negatively affecting teachers’ participation in decision making collaboratively The main objective of this study was to compare teachers’ participation in school decision-making practices in government and private secondary schools of Ambo town. The study was guided by comparative research design followed by quantitative and qualitative research method. Future Generation Hope secondary school was and Ambo secondary school were selected by using purposive sampling technique. 90 teachers from Ambo secondary school and 35 teachers from Future Generation Hope secondary school were involved in a research via census sampling technique. Three data gathering instruments, namely questionnaire, semi-structured interview, and document analysis were used. The survey data was processed by using an SPSS (version 27). Descriptive statistics such as mean and standard deviations and independent t-test were used for analysis. The findings of the study shows the independent t-test (t=7.505 and P=0.000) found to be significantly difference, Ambo secondary school teachers were moderately with (M=2.98 and SD=.703) whereas low level for Future Generation Hope secondary school teachers with (M=2.05 and SD=.289) in the extent of teachers participation in school decision making, the independent t-test (t=3.272 and P=0.001) found to be significantly difference in leaders facilitation of the environment for teachers’ participation in decision making and Ambo secondary school was found at high level (M=3.77 and SD=.734) while Future Generation Hope secondary school’s was at moderate level (M=3.34 and SD=.459), there is also significant difference (t=-7.326 and P=0.000) was found in factors affecting teachers’ participation in decision making (lack of trust and positive relationship, lack of motivation, autocratic leadership styles and fear of risk taking by teachers) at moderate level (M=3.49 and SD=.789) for Ambo secondary school while it was high (M=4.50 and SD=.319) for Future Generation Hope secondary school. The researcher concluded that because of moderate level of Ambo secondary school and low level of Future Generation Hope secondary school teachers’ decision making, low commitment, motivation, job satisfaction and teachers’ turnover were observed. Because school leaders facilitate the environment for teachers’ participation in school decision making, teachers in Ambo secondary school had the opportunity of sharing responsibility, allowed to have greater voice and triggered to forward their ideas than Future Generation Hope secondary school teachers. Factors like autocratic leadership styles of principals’, teachers’ belief of involving in decision making, teachers’ low motivation, and others negatively affected teachers’ participation in school decision–making forced teachers to be less motivated, low job performance, and low commitment in Future Generation Hope secondary school. Finally, the researcher forwarded possible recommendations for Ambo town education office, teachers and principals of Ambo secondary school and Future Generation Hope secondary school to improve the lowly observed teachers’ participation in school decision making through encouraging teachers’ participation in decision making, facilitating a conducive environment for teachers’ participation in decision making, and reducing
