Teacher Participation in School Decision-Making in Ghanaian Basic Schools: Views and Expectations From Stakeholders

The study explored the current levels, views, and expectations of stakeholders with regards to teacher participation in school decision-making in the Cape Coast Metropolitan area and Mfantseman Municipality in the Central Region of Ghana. The study employed the explanatory sequential mixed method design involving semi-structured interviews with 11 teachers, 4 head-teachers and 4 circuit supervisors. Furthermore, questionnaires were administered to 209 teachers, 26 head teachers and 11 circuit supervisors. In a micro-ethnographic study, teachers and head teachers from 2 schools that recorded the highest and lowest teacher participation in school decision-making were subsequently observed during staff and Parent Teacher Association (PTA) meetings. In addition, their documents such as staff and PTA minutes books were also scrutinized. Classroom, committee/group and school levels emerged as the levels of teacher participation in school decision-making. However, few teachers were found participating at the school level, while the majority participated at the classroom level, with some at the committee/group level. Nevertheless, almost all the teachers, head teachers and circuit supervisors agreed (stakeholders) that there should be regular training for head teachers with regard to the tenets of school decision-making and leadership to enable them fully involve teachers in all issues concerning the school.



Author Information
Dandy George Dampson, University of Education, Winneba, Ghana
Anthony Afful-Broni, University of Education, Winneba, Ghana

Paper Information
Conference: ECE2018
Stream: Educational Policy, Leadership, Management & Administration

This paper is part of the ECE2018 Conference Proceedings (View)
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