School Based Decision-Making Process: Issues and Challenges

This study examined the extent of teacher participation in decision-making in Zimbabwean schools. Qualitative/interpretive research methodology was adopted and a case study research design was used as the operational framework for data gathering. Data were collected from 5 secondary schools in Gweru Education District in Zimbabwe. The population sample comprised of 5 secondary school heads and 20 secondary school teachers. In order to get an in depth of the analysis of the shared decision-making concept, a series of interviews were conducted over a 2 months period of time. To get further insights in the teacher participation in the decision-making processes in schools, the author observed two staff meetings at each school under study. The author was interested in observing the interaction of the participants as they took part in the shared decision-making process. Finally, various shared decision-making documents that were related to the shared decision-making process were examined. The study found that; teachers were involved in decision-making in certain areas either as individuals or on one-on-one basis depending on one¿s expertise and experience;