Teachers’ Participation in the Decision Making Process in School

and its Impact on Job Satisfaction

CHAPTER 1

The Problem and its Background

Introduction

Decision making is very vital in administrative process, leadership in schools and

in any organization that is why professionals must know how to make decisions that will

positively affect themselves, their stakeholders, and their respective organizations. Hass and

Drabek’s study (as cited in Mehta, 2015) emphasized that an effective organization must be a set

of interlocking functional groups, linked together in a communication network, with

communication and influence flowing up as well as down through the hierarchy of authority.

Teacher participation in decision making not only facilitates decision implementation, but leads

teachers to feel respected and empowered. Further, such participation builds trust, help teachers

acquire new skills, increase school effectiveness, and strengthens their morale, commitment, and

teamwork.
 According to Liontos (as cited in Mosheti, 2013), participation in school decision-

making is a collaborative process in which there is shared decision-making on educational issues

at the school level as a way of involving teachers. The main purpose in sharing decisions is to

improve school effectiveness and student learning. When principals, teachers, and staff members

work as a team and collaboratively decide what is in the best interest of the school, the institution

is responsive to the needs of their students and community. Liontos further suggests that those

closest to the children should decide their education. Teachers, parents, and school staff should

have more control of policies and programs affecting their schools and children. Metheny (2015)

defined job satisfaction as an individual’s perception and evaluation of his or her job. Ultimately,

this perception is influenced by the individual’s circumstances such as needs, values, and

expectation; individuals evaluate their jobs on the basis of such factors they consider as

important to them (Muindi, 2011).

There are studies that link participation in school decision-making and satisfaction

in relation to teacher commitment such as by Wisniewski and Gargiulo (as cited in Mosheti,

2013), who demonstrated that teachers’ job satisfaction in Poland was associated with freedom to

do what they wanted in order for students to succeed; encouragement received from those in

authority; participation in decision- and policy-making; adequate supply of teaching and learning

resources; good salary; cooperation from pupils, parents, and teachers; and participation in

school management.

Udo and Akpa’s study (as cited in Olorunsola & Olayemi, 2011) asserted that

when teachers are adequately involved in decision making process, there will be commitment

and adequate support with the principal and the realization of the school goal will be easy,

apathy and opposition within the school will be minimized. Moreover, Benson’s study (as cited
in Omubude & Igbudu, 2012) explained that while teachers participate in decision making; the

actual influence may be low or high though there is qualitative difference in participation which

affects their sense of efficacy, empowerment and animation.

On the contrary, a study conducted by Metheny in 2015 revealed that there is no

significant relationship between job satisfaction and faculty participation. Also, those faculty

members in the oldest age group were the least satisfied with supervision. These results suggest

that such faculty do not wish to participate more than they are currently participating, that they

are satisfied with their current participation status. Such faculty members are not interested in

more meetings and believe that the contributions they currently provide are sufficient. They want

to be more engaged with students and to operate without as many disruptions from participation

and supervision as they did in the past.

In the light of the issues identified, this study would seek to find out the impact of

teachers’ participation in the decision making process in school on job satisfaction.

Understanding the connection between these variables may be beneficial in helping schools,

administrators, teachers and the learners as well.

Significance of the Study

This study is significant to the various fields and people who may find use to the

information provided. It is expected to be of help to the following:

The School. The whole school will be benefited by this study because proper decision

making contributes a lot to the development of the school.

 The Administrators. It can assist the administrators through the information provided

herein since they are continuously looking for ways to improve the school system.

The Teachers. The findings of this study promise to help teachers by providing them

information about their role of participation in the decision making processes in school and to

increase their job satisfaction, making them stay committed to their school and the teaching

profession.

The Students. Students really rely on the teachers and on the management provided in

school. They are the center of the teaching-learning processes therefore they are affected by any

decision made by school administrators and teachers.

Conceptual Framework

Teachers’
Teachers’ Job
Participation in the
Decision Making Satisfaction
Process

Figure 1. Conceptual Framework of the Study

Figure 1 presents the conceptual framework of the study. The first frame is the

independent variable which consists of the teachers’ participation in the decision making process

in school. Feedbacks from the teachers will be gathered to assess how involved they are in the
decision making processes in their school. The second frame refers to teachers’ job satisfaction.

It is the dependent variable of the study because it is presumed to be influenced by school

teachers’ participation in decision making in school setting.

Theoretical Framework

This study is theoretically anchored on Edwin A. Locke's Range of Affect Theory

(1976) which is arguably the most famous job satisfaction model. The main premise of this

theory is that satisfaction is determined by a discrepancy between what one wants in a job and

what one has in a job. Further, the theory states that how much one values a given facet of work

moderates how satisfied/dissatisfied one becomes when expectations are/aren't met. When a

person values a particular facet of a job, his satisfaction is more greatly impacted both positively

(when expectations are met) and negatively (when expectations are not met), compared to one

who doesn't value that facet.

This theory supported the idea that when a teacher values his part in the decision

making processes in school, then he will also value his job, leading to satisfaction. This research

will try to measure how valuable is the teachers’ participation in the school’s decision making

processes and its impact on their job satisfaction.

Statement of the Problem

The main focus of this study is to find out the relationship of teachers’

participation in the decision making process in school and its impact on job satisfaction.

Specific Objectives:

1. Examine the extent of teachers’ participation in the decision making process in school.

2. Examine the degree of teachers’ job satisfaction in their school.

 3. Determine the relationship between teachers’ participation in the decision making process

in school and their job satisfaction.

Hypotheses of the Study

Guided by the stated problems, the study tests the following hypotheses:

1. There is a significant relationship between the teachers’ participation in the

decision making process in school and their job satisfaction.

2. There is no significant relationship between the teachers’ participation in the

decision making process in school and their job satisfaction.

Definition of Terms

In order to understand this study and the concepts presented here, the following

terminologies are conceptually and operationally defined.

Teacher Participation. The degree to which a teacher is actively engaged or involved in

a situation or activity.

Decision Making. It is the process of making choices on significant issues that will result

in achieving desired goals and objectives of the organization

Job Satisfaction. It is defined in this research as an individual’s perception and evaluation

of his or her job.

Scope and Delimitations of the Study

This study focuses on Teachers’ Participation in the Decision Making Process in School

and its Impact on Job Satisfaction. Teachers’ participation in school’s decision making, in this
study, refers to the degree to which a teacher is actively engaged or involved in making choices

on significant issues that will result in achieving desired goals and objectives of the organization.

Job satisfaction, on the other hand, deals with the teachers’ evaluation of their jobs on the basis

of their involvement in school’s decision making. The researcher will conduct the study on the

last quarter of School Year 2019 – 2020. The number of respondents is limited to 50 elementary

school teachers of Pulilan Central School. A survey in the form of questionnaires will be

administered to the respondents. The first part of the questionnaire consists of statements about

the extent of teachers’ participation in school’s decision making. The second part deals with the

impact of teachers’ participation in school’s decision making on their job satisfaction.

Chapter 2

Review of Related Literature and Studies

This chapter presents the literature and studies related to the present study. This

contains information that the researcher found on books and online materials which provided

data related to the teachers’ participation in the decision making process in school and its impact

on job satisfaction.

A Review on Teachers’ Participation on Decision Making and its Impact on Job

Satisfaction

A research entitled “Faculty in Faith-based Institutions: Participation in Decision-

Making and its Impact on Job Satisfaction” conducted by Metheny in 2015 suggests that there is

no significant relationship between job satisfaction and faculty participation. Also, those faculty
members in the oldest age group were the least satisfied with supervision. These results suggest

that such faculty do not wish to participate more than they are currently participating, that they

are satisfied with their current participation status. Such faculty members are not interested in

more meetings and believe that the contributions they currently provide are sufficient. They want

to be more engaged with students and to operate without as many disruptions from participation

and supervision as they did in the past. Additionally, as one might believe, satisfaction from

female faculty members was less than that of male faculty members in terms of pay and

promotion. Steps should be taken by university administrators to close the gap on gender

differences in such categories.

Results of the study conducted by Mbibi and Oluchi in 2013, entitled Decision Making

and Job Satisfaction as Correlates of Teachers’ Job Performance in Elementary Schools in Abia

State, Nigeria, indicated that although the teachers were involved in decision making, some

decisions reached were not implemented by the school principals. As a result of this, there was

lack of job satisfaction and low job performance among junior secondary school teachers in the

junior secondary schools. The test of hypothesis shows that there was no significant difference

between teachers’ decision making and job performance. Based on the findings, it was

recommended that principals should involve and implement teachers’ decisions in schools to

enhance their job performance for the uplifting of educational standard in Nigeria.

Keung in 2002 identifies the decision domains within which teachers were involved in

decision making and finds that both overall and within each of these domains the status quo is

one of decision deprivation in which teachers perceptions of their actual involvement in decision
making is consistently and significantly lower than their desired participation. The findings also

suggest that higher job satisfaction and higher teaching commitment are correlated with greater

participation by teachers in decision making in all four decision domains. On the other hand,

although higher workload was correlated with high participation in the instructional decision

domain, workload bore little relationship to the other decision domains.

A Review on Teachers’ Participation on Decision Making in School

Gender certainly proves to be a determining factor in management process, but

the research conducted by Mehta in 2015 entitled “A Study of Teacher’s Participation in

Decision Making: Gender Specific Roles” shows no significant difference regarding this

prominent factor. Increasing professionalism, and the equal status provided to all (without any

discrimination of gender) by the constitution are the reasons that might be contributing to it. This

exploratory study has provided important implications for educational administrators and policy

makers as the result shows that before taking any decision, the administrator should consider the

'zone' the particular decision belongs to, and consequently should try to have maximum

involvement of all the teachers in the decision making process while giving place to varying

contingencies.

The results of the study conducted by Mosheti in 2013, Teacher Participation in

School Decision-Making and Job Satisfaction as Correlates of Organizational Commitment in

Senior Schools in Botswana. Indicate that levels of participation in teacher decision-making

among Botswana elementary teachers are high in the areas of guiding students in their academic

progress and future career choices. The low standard deviation in these higher means suggests
strong cohesiveness in these areas among teachers. Moderate levels of participation in decision-

making are in areas such as sharing innovative ideas, programs for students, staff development,

and developing school goals. Low levels of participation are in areas such as implementation of

new school programs, school governance, and development of school budget. Higher standard

deviations in these lower means, suggest a low score variation of teachers' views in these areas.

The lowest standard deviation was on participation in guiding students in their academic

progress and My advice is solicited by others. However, the highest standard deviation was on I

am a decision maker in the school I teach and Freedom to make decisions on how to implement

curriculum

Mercy in 2012 conducted a study regarding the Influence Of Teachers

Participation In Decision Making On Their Job Performance In Public And Private Elementary

Schools In Oredo Local Government Area Of Edo State, Nigeria and it revealed that teachers in

private elementary schools participate more in decision making than teachers in public

elementary schools. In public elementary schools, the Ministry of Education influence most of

the decisions, this is not the case with private schools where the decision body is part of the

school i.e. the proprietor, principal and teaching staff. The study also revealed that participation

in decision making can influence performance as teachers who participate in decision making

tend to perform better, and that the relationship between participation and performance varies on

the bases of sex, experience and qualification as long as they are allowed equal participatory

opportunities in decision making.

Muindi’s study in 2011 examines the relationship between participation in

decision making and job satisfaction among academic staff in public University of Nairobi. The
findings indicate that a significantly strong positive correlation was found to exist between job

satisfaction and participation in decision-making. The findings indicate also a positively strong

correlation between participation in decision-making and job satisfaction in relation to general

working conditions; pay and promotion potential; use of skills and abilities; job design; and job

feedback. The findings indicate that the level of job satisfaction for workers at the SOB increases

proportionately with an increase in their level of participation in decision-making.

Teachers’ actual participation in all areas of decision making was negatively

correlated with work alienation and positively correlated with their perceptions of the school’s

climate. This is based on the study conducted by Chatziioannidis in 2011. The dimensions of

school climate affected were those regarding leadership and collegiality rather than student

discipline issues. All correlations were medium sized but the strongest predictor of both

alienation and perceived school climate was teacher’s participation in decision making about

teachers’ issues. Nevertheless, correlations with self-efficacy and job satisfaction were weak.
 Chapter 3

Methods and Techniques

The study utilizes the descriptive survey method of research in determining the teachers’

participation in the decision making process in school and its impact on their job satisfaction.

According to Jackson, S.L. (2009), in survey method research, the participants answer

questions administered through interviews or questionnaires. After the participants answer the

questions, researchers describe the responses given. In order for the survey to be both reliable

and valid, it is important that the questions are constructed properly. Questions should be written

clearly and should be easy to comprehend.

Descriptive research designs help provide answers to the questions who, what, when,

where, and how associated with a particular research problem; a descriptive study cannot

conclusively ascertain answers to why. Descriptive research is used to obtain information

concerning the current status of the phenomena and to describe “what exists” with respect to

variables or conditions in a situation.

Population and Sample of the Study

The respondents of this study will be the 50 elementary teachers of Pulilan Central

School. The study sample is restricted to faculty members for School Year 2019-2020.

Instruments of the Study

The researcher will utilize Data Analysis and Questionnaire in determining the

necessary information about teachers’ participation in the decision making process in school and

its impact on job satisfaction. The instrument is adopted from the research work of Paul Alan

Mosheti in 2013 entitled “Teacher Participation in School Decision-Making and Job Satisfaction

as Correlates of Organizational Commitment in Senior Schools in Botswana.” The questionnaire

is in three parts, A and B. Section A sought information on respondents personal data like name

(optional), sex, age, and number of years in the teaching profession, section B contains items in

five point rating scale of strongly disagree (1), disagree (2), neutral (3), agree (4), and strongly

agree (5) which is about Teacher Participation in School Decision-Making, while part C reflects

teachers’ degree of satisfaction in their work in general.

Data analysis is the use of existing data to test new hypotheses or answer new research

questions (Doolan & Froelicher, 2009; Polit & Beck, 2012). Analyzing data can provide
answers for important research questions because data are readily available but it requires less

monetary resources and less time to be accomplished.

Data Gathering Procedures

The mode of data gathering to be used is Questionnaire method. In gathering the data, the

researchers will carry out the following procedures:

1. A letter will be sent to the principal of Pulilan Central School Pulilan, Bulacan asking

permission to conduct the study.

2. With the approval of the principal, the researcher will go to the school to administer the

questionnaires to the teachers.

3. The researchers will collect the questionnaires from the respondents and check whether

all the questions were answered.

4. The data to be collected will be analyzed, tabulated and processed.

Data Processing and Statistical Treatment. The data gathered will be analyzed according to the

following headings: a). sex; b). age; c). years of teaching experience; d). extent of teachers’

participation in school’s decision making and e). impact of teachers’ participation in school’s

decision making on their job satisfaction.

The weighted mean will be used in the study. The formula to be used is:
X= ∑(M1+M2+ M3⋯MN)
𝑁
The computed mean for level of agreement will be interpreted using the Likert

Scale interpretation gauge. The descriptive interpretation is based on the following:

Code Scale Descriptive Equivalent

5 4.01 -5.00 Strongly Agree

 4 3.50 – 4.00 Agree

3 2.50 – 3.49 Neutral

2 1.50-2.49 Disagree

1 1.00- 149 Strongly Disagree

Table 1. Likert Scale Interpretation Gauge

The data collected will be tabulated, processed, and presented through graphs and

table. The data will also be statistically analyzed utilizing the following treatments:

1. Weighted Mean to determine the average of the teachers’ ratings on the extent of their

participation in school’s decision making processes.

2. Frequency Count and Percentage to determine the distribution of sex, age, years of

teaching experience; d). extent of teachers’ participation in school’s decision making and

e). impact of teachers’ participation in school’s decision making on their job satisfaction.
 APPENDIX A

RESEARCH INSTRUMENT (QUESTIONNAIRE)

Teachers’ Participation in the Decision Making Process in School

and its Impact on Job Satisfaction

The researchers will guarantee anonymity and confidentiality of respondents’ data.

A. Personal Data

Name (optional):__________________________________ Age: _______ Sex: _________

Marital Status: _____________________ Years of Teaching Experience: ______________

B. This section, asks you to report your Teacher Participation in School Decision-Making.

Please indicate your degree of agreement with each statement by circling one number of

each item.

1-Strongly Disagree, 2-Disagree, 3-Neutral, 4-Agree, 5-Strongly Agree

No. Statements 1 2 3 4 5
1 I participate in staff development. 1 2 3 4 5
2 I feel that I am involved in important programs for students 1 2 3 4 5
3 I have the freedom to make decisions on how to implement
curriculum 1 2 3 4 5
4 I am involved in the development/operation of the school budget 1 2 3 4 5
5 I am a decision maker in the school I teach 1 2 3 4 5
6 I have strong knowledge in my area to help me participate in
decisions 1 2 3 4 5
7 I believe that I have the opportunity to influence others 1 2 3 4 5
8 I effectively participate in guiding students in their future careers
choice 1 2 3 4 5
9 I effectively participate in guiding students in their academic
progress 1 2 3 4 5
10 My advice is solicited by others 1 2 3 4 5
11 I have opportunity to share with other teachers my innovative
ideas. 1 2 3 4 5
12 Principal(s) solicit my ideas in matters of school governance 1 2 3 4 5
13 School personnel solicit my ideas 1 2 3 4 5
14 I am involved in making implementation decisions on new
programs. 1 2 3 4 5
15 I have the freedom to plan my own schedule. 1 2 3 4 5
16 I have freedom to make my own decisions on how to carry out
my job. 1 2 3 4 5
17 I have been involved in developing school goals. 1 2 3 4 5
18 I have been involved in planning school/community activities. 1 2 3 4 5
19 I have access to information I need to make informed school
decisions 1 2 3 4 5

C. Reflecting on your teaching at your current school, indicate your DEGREE OF

SATISFACTION with the following areas:

1-Very Dissatisfied, 2-Dissatisfied, 3-Neutral, 4-Satisfied, 5-Very Satisfied

No. Statements 1 2 3 4 5
1 My opportunity for career advancement at this school. 1 2 3 4 5
2 My working conditions in this school. 1 2 3 4 5
3 Recognition for my successful teaching from my school. 1 2 3 4 5
4 Recognition for participation in extra-curricular activities. 1 2 3 4 5
 5 Feedback from my superiors. 1 2 3 4 5
6 My school policies. 1 2 3 4 5
7 My immediate supervisor gives me assistance when I need help. 1 2 3 4 5
8 The resources the school provides me. 1 2 3 4 5
9 My job security in my current school. 1 2 3 4 5
10 The physical surroundings in my school. 1 2 3 4 5
11 My contribution to my student success. 1 2 3 4 5
12 The number of students proceeding to college. 1 2 3 4 5
13 Student level of interest in pursuing further education. 1 2 3 4 5
14 The quality of suggestions from supervisors to improve my
teaching. 1 2 3 4 5
15 School communication. 1 2 3 4 5
16 Progress made by students who have graduated. 1 2 3 4 5
17 My school provides a friendly/social atmosphere for interaction 1 2 3 4 5

References

Mehta, D. (2015). A Study of Teacher’s Participation in Decision Making: Gender Specific

Roles. European Academic Research, 2 (11). Retrieved from www.euacademic.org

Metheny, G., West, G., Winston, B., & Wood, J. (2015). Faculty in Faith-Based Institutions:

Participation in Decision-Making and Its Impact on Job Satisfaction. Journal of Research

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Mosheti, P. (2013). Teacher Participation in School Decision-Making and Job Satisfaction as

Correlates of Organizational Commitment in Senior Schools in Botswana. Educational

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http://digitalcommons.andrews.edu/dissertations

Olorunsola, E. & Olayemi, A. (2011). Teachers participation in decision making process in

secondary schools in Ekiti State, Nigeria. International Journal of Education

Administration and Policy Studies, 3(6), 78-84. Retrieved from

http://www.academicjournals.org/JEAPS

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10.5901/mjss.2013.v4n8p107

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www.proquestllc.com

Mercy, O. (2012). Influence Of Teachers Participation In Decision Making On Their Job

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Of Edo State, Nigeria. European Journal of Business and Social Sciences, 1(5), pp 12-22.

Retrieved Janaury 15, 2017 from http://www.ejbss.com/recent.aspx

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School of Business, University of Nairobi. European Educational Research Association.

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