CHAPTER 1 1.

1 INTRODUCTION

Decision making has been observed to be the heart of administrative process and leadership in schools. The principals and teachers in secondary schools in Sagamu Local Government Area of Ogun State are faced with myriads of challenges in both teaching and administrative activities which seem to have consistently hampered the realization of the objectives of the school. These problems require unified effort from the principals and the teachers for quality and effective administration. Teachers are central in the management of schools and their involvement in decision making process is such a sensitive issue in schools that neglect of it by the principals could cause a lot of rift, conflict, misgiving and hindrance to the realization of the objectives of the school goals. The success or failure of any school is largely dependent upon the groups that make it up and effective utilization of the intellectual abilities of these group or human resources helps the development of such an organization or school.

Proponents of participation management of college affairs view cases of disruption of academic programmes as a direct result of failure by school authorities to involve the teachers in decision making especially when it affects their salary structure and other working conditions and the impartation of what is contained in the curriculum. Udo and Akpa (2007) Also quality in education has always been measured on quality of content in curriculum and how well such fits present is and future, it is also been measured by financial and other inputs. With time, the term quality relates to educational outputs. As education faces new challenges, new concept of quality develops. Although the universal concept of quality relates to what is been
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taught and how well it fits present and future of the learners but in line with UNESCO concept, another way of working at quality is in relation to it input and one of such inputs is the learners. Specifically UNESCO views quality in six dimensions that is learners, environment, content, processes, outcomes and responsiveness. (UNESCO, 1998). School system works with the children who come into them. Many elements go into making a quality learner; these include health, early childhood experiences and home support. This brings us to the community contribution of which the teacher is also a member and may likely have a child in the school system. Thus, making it necessary for his contribution into managerial decision making. For effective decision making in schools, those in authority will not be expected to act like technocrats in different areas of school management. Rather, they are expected to display modern management styles, which are contrary to the traditional management approaches. The modern styles are bottom up, participating, consultative, team and responding to the real needs rather then telling and prescribing (Bell, 1992). One of the growing appreciation of the need for valid, knowledgeable inputs in administrative decision making from various organization levels, the need for involving stakeholders in decision making is paramount (Wekesa 1987). Among other groups, very important groups to involve in administrative decisions making (ADM)in school are teachers who are the custodians of instruction, implementers of school policies and co-organizers of school activities along with the head teachers. Further, the decisions made affect them and as professionals and specialists in different subject areas, they are better suited to make the correct decisions having in mind what is required of them as teachers. Different writers have argued in favour of participatory decision making

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(PBM) Bachelor (1980), Armstrong (1984), Dwiredi (1985) and Maritim (1988), observe that involving subordinates in decision making improves the quality of the decision and the effectiveness of the organization which leads to achievement of the organization goals. All these writers derived that teachers participation in administrative decision making (ADM) will enhance teachers efficacy. Henry Levin (1991) in his research supports the enhancement of teachers efficacy with participation in decision making. He further indicates that many crucial decision regarding curriculum; teaching strategies and personal should made by staff at the site level. However, not all researchers support this decision making model. Some cite the negative effect and attitude of teachers following implementation of participatory decision making (Conley,1989;) in an examination of the relationship between teachers decision making sense of efficacy, Tayolr (1999) found that participatory decision making accounted for very little of the variance in teachers self efficacy. A study conducted to assess of leadership style on teacher motivation (Gallmeir, 1992) showed that teachers who work under a dictatorial administrator do not have significantly higher motivation than those working for democratic managers. Bandura (1977) defined self-efficacy as cognitive motivational construct that involves two components, outdone expectancy and selfefficacy. Outcome expectancy involved the belief that an individual holds regarding the specific as results accruing from a particular action. Whereas self-efficacy beliefs pertain to belief, regarding personal competence to affect or execute a given task. In other to enhance teacher efficacy, teachers must behave in such a way that their behaviors can affect the education of their students.
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They must recognize the fact that they have the power and capacity to make key decisions which will affect their role and students production. The key focus must be on determining how to bring about and sustain wide-spread teacher sense of efficacy.

Where teachers are adequately involved in decision making process, there would be commitment and adequate support with the principal and the realization of school goal will be easy, apathy and opposition within the school will be minimized. (Udo and Akpa (2007)

An organization whether educational or otherwise is viable only when it accomplishes the goals for which it is established. School goal achievement can be judged by the congruence between expected managerial behaviour of a school head in relation to this task performance. As a result the inability of the principal to perform his administrative tasks in such a way that the educational goals and objectives are achieved will be regarded as ineffectiveness of decision making on the part of principal as the school administrator. In a nutshell, school administration can be regarded as an effective one if it has achieved the accepted objectives and goals of the organization using the resources at its disposal Where teachers are not involved in governance, result to teachers behaving as if they are strangers within the school environment. Thus, most teachers do not put in their best to have full sense of commitment and dedication to the school.

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1.2

STATEMENT OF THE PROBLEM

Nigerians who have a stake in education expect schools to be effective and successful in a bid to achieve the educational goals. To effectively run a school, the head teacher is central in setting the tone of the school. Nigerias educational machinery is highly centralized both at the national and school level. School head fall victim to the sheep syndrome in which teachers are seen as a faceless herd to be led, directed and instructed without any creativity and knowledge to contribute to the success of the school. Wanjiku (1985) and Mwangi (1986) in (Bell, 1992) have complained that head-teachers do not involve teachers in running their schools. Yet, Dimmock (1985) notes that effective schools adopt collegial and professional rather than hierarchical stances in making decisions and problem solving where the input of the expert is sought. This is the expectation by the teachers at a time when we have had an influx of professionally trained graduate teachers in the schools that have a stake in running their schools. But, are these teachers involved in decision making to the level of their satisfaction in different school issues in Nigeria? It is established by Dimmock (1985) that there is ineffective operation due to lack of teachers, participation in management and decision making. As a result of this, there is no job satisfaction and there is poor quality output in the school system. Despite all efforts put into the researches of this phenomenon, yet a problem remains largely unsolved. In Nigeria today, there are many problems facing the teachers participation in the school administration but most especially those who are working in Sagamu Local Government.

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1.3

PURPOSE OF STUDY

The main purpose of this research is to examine the relationship among the participating management, teachers job satisfaction and the output in Sagamu Local Government Area of Ogun State. Specifically it will aim at: 1. Examine the relationship between the participatory management and teachers job satisfaction. 2. Investigate the relationship between the participatory management and school effectiveness. 3. 4. Find out the relationship between the participatory management and school discipline. Investigate the Participatory management and teachers morale on job satisfaction and quality output on the students.

1. 4

SIGNIFICANCE OF THE RESEARCH

The findings of this research will enable educational stakeholders to discover that in order to stand a good chance of success in schools; it is expedient that decision-making processes should be participatory. This research work will help discover the inestimable values of participatory decision making in schools, which will help increase the actualization of desired output in our schools alongside improving job satisfaction.

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1.5

DEFINITION OF TERMS :

Decision: Decision refers to a choice that one has to make after a critical review of situations and options. Participation: Participation is the act of taking part or been involved in especially in decision making. Decision Making: Decision-making implies the process of choosing one alternative among set of alternatives that is, it is the act of choosing one way of doing things or solving problems among many other alternative ways Participatory Decision Making: It is defined as a mode of organizational operations wherein decisions, as to activities to be implemented, were arrived at by those who are to implement such decisions.

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LITERATURE REVIEW

2.1

THEORETICAL CONCEPT OF DECISION MAKING

Decision-making can be viewed as a conscious choice from among a well definition set of often completing alternatives. Decision-making refers to as process of identifying and selecting a course of action to deal with specific problems or take advantage of an opportunity. Decision affecting any organizations is usually taken either by an organization or taken by an individual or a group of individuals. Organizational managers conduct their decision-making process in relationship with other decision makers. This is because when managers, even in the least, individual project the possible consequences of their own decisions, they must be conscious that other peoples decisions, may counteract or at best interact their own. MC- Cammy (1989) stated that making decision is the very center of the process of administration A generals theory of administration must include principles of organization that will assure confect decision-making just as it must include principles that will assure effective action. But, if the administrator perceives himself as the controller, the decision-making will be more effective. For instance as a principal of a school, one is likely to be more effective in ones job, if one controls, leads or guides, the staff in decision-making in matters affecting the school that are intended to arrive at certain decisions, rather than making decision without allowing staff to participate in the decision-making process. The principal should therefore have the traits of sharing his ideas with the staff in a democratic manner. Griffin, G. (1995)

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2.2

WHAT IS DECISION MAKING?

Decision-making implies the process of choosing one alternative among set of alternatives that is, it is the act of choosing one way of doing things or solving problems among many other alternative ways. It is an act of management. Staff cooperation is believed to be an indisputable asset to the school principals while involvement in decision making process by the teachers could ease the principals mounting problems as many heads would be put together to intellectually solve problems that could have remained unsolved by the principals alone. This then brings us to define the term participatory decision making. Wilkie, A. F. (1993)

2.3

WHAT IS PARTICI PATORY DECISION MAKING?

It is defined as a mode of organizational operations wherein decisions, as to activities to be implemented, were arrived at by those who are to implement such decisions. (Wilkie, A. F. 1993)

Participatory decision making is a higher level individuals effort to provide those at a lower level with a greater voice in organizational performance. The definition makes it clear that in the intelligence quotient literature, participative decision making represents a deliberate change from traditional management in which minority of upper-level management employees make all of the decisions regarding organizational policies and functioning. (Glew et al., 1995)

Participatory decision making is an effort to avoid the nobody asked syndrome. It means soliciting employees idea for turning the situation in an organization around. Asking, will improve the quality of organizational decision making, it is an expectation that people who
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participate in decisions that affect them will understand the issues better and accept the decisions more readily. (Glew et al., 1995) In a logical sense, Participatory decision making represents the two interjections of two major conceptual sets. These are: A. The set of concept associated with decision making wherein one or more actors determine a particular choice. B. The set of concept associated with participation. Decision making is a process wherein one or more individuals determine a particular choice, whereas participation refers to the sharing by two or more individuals in some action or matter. In educational setting, the concept involve two major clusters of personnel, the administrators with teachers and / or students, and the administrators with the citizenry of the community (Jenkns et al., 1994) Administration is sometimes conceptualized as the job of the school principal which include holding together the organization, making progress towards set objectives, and getting things done. It is also the process of organization leadership (Blase, J. 1993) While other people defined administration as fascinating and frustrating, Shaw (1971) saw it as a function so broad inscope that no one person can or should do. He further said involving teachers in decision making process is like when two men cooperate to roll a stone that neither could have rolled. Many managers express a belief that involvement of workers in decision making will improve the quality of workers decision making in the organization (Jenkns et al., 1994)

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In contrast, where teachers lack motivation and involvement in decision making, truancy, excessive excuses, abstention and complaints usually emerge leading to general ineffectiveness, inefficiency, low productivity and non-achievement of goals of organization (Awotua-Efebo, 1999). Workers should be involved in decision that concern them like general working conditions, fringe benefits and staff development programs as this adds to the attractiveness of the organization climate. The kind of school climate that encourages involvement in decision making is characterized by openness and risk taking. (Wekesa GW 1994) However, it should be noted that teachers will be less willing to participate in decision making if they perceive that their principals seeks their opinions but want to make the final decision rather than allowing teachers that opportunity. If managers claim to want participation from their people but never let them become intellectually and emotionally involved and never use their suggestions, the result may be negative. When people are part of decision making process, there is greater opportunity of the expression of mind, ideas, existing disputes and more occasions for disagreements and agreements Teachers in Nigeria expressed a desire for more involvement in decision making process irrespective of age, experience and qualifications. Agitation by the teachers could reduce conflict in school administration and cause harmony to reign. Teachers feel ownership and commitment of the process when involved in decision making process.
( Ibukun 1989 )

The hierarchical structure that places head teachers at the apex of a pyramid of staff is a common feature in secondary schools in Nigeria. In this arrangement, school heads are poised to use their superior knowledge and experience to direct and control the working of the entire school. This
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negatively affects efficiency and productivity of the schools because teachers work at half steam because they are not effectively involved in decision making to make them feel as part of the schools. Owing to the dynamics of professionalism and diversity of ideas in secondary schools occasioned by staffing schools with professionally trained teachers and the need to decentralize decision making to the lower levels, the hierarchical structure in management of schools is challenged. On many occasions head-teachers have been advised to involve teachers in decision making as a way of motivating them and to create a feeling of belonging.

The changes in the educational system call for rethinking, reformulating and restructuring of educational policies both at National and school levels. At school level the changes in education are a challenge to head-teachers and other educational administrators who might be harboring the traditional approaches to administration which according to David, J. L. (1993) are autocratic and bureaucratic in nature. For effective decision making in schools, those in authority will not be expected to act like technocrats in different areas of school management. Rather, they are expected to display modern management styles, which are contrary to the traditional management approaches. The modern styles are bottom up, participative, consultative, team and task oriented. The styles also include listening and responding to the real needs rather than telling and prescribing (Bell, 1992). Due to the growing appreciation of the need for valid, knowledgeable inputs in administrative decision making from various organization levels, the need for involving stakeholders in decision-making is paramount (Wekesa, 1987). Among other groups, very important groups to involve in making decisions in schools are teachers who are the custodians of instruction,

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implementers of school policies and co organizers for school activities along with head teachers. Further, the decisions made in schools affect them and as professionals and specialists in different subject areas, they are better suited to make the correct decisions having in mind what is required of them as teachers. If we accept the tenet that in a democracy those who are affected by decisions should participate in making decisions, the demands of the professional staff form a significant part in the decision making process in the School system. The days of the head teachers paternalism are fast coming to an end and in a democracy the school, like government, is of the people and by the people. At the school the head teacher is placed in a position of responsibility and authority where all major decisions; curriculum and instruction, management of student discipline, school organization and staff personnel matters, financial matters, school and community relations among others are centered on his/her office. This makes him/her wield a lot of power in line with the view that, I have the responsibility I must have the power (Musgrove, 1971). To assist the head teacher in decision making and policy formulation and implementation is the Board of Governors, which deliberates on important decisions like hiring of support staff and budgeting for the school. This kind of structure leaves out the inputs of most of the implementers of the school policies, the teachers, in making decision.

2.4

PROGRAMMED AND NON-PROGRAMMED DECISION

Wohlstetter et all., (1996) stated that management experts have developed useful insight into the operational modus of organization using existing models to take decision. Two of such are programmed and Non-programmed decisions.

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2.4.1 PROGRAMMED DECISIONS Whereas the school organization should entertain and attend to problem situation or complaint about one or other fact of its life, common-place problem situations and or complaints could be painstakingly attended to using the dictates of existing, routine rules, regulations, policies and procedures governing school life. This will save lot of time and afford school practitioner some relief from encumbrances. Such polices rules, regulations and procedures which guides are programmed decisions may be written or written. The locate decision-making in recurring situations by limiting or excluding the contemplation of alternatives.

2.4.2 NON- PROGRAMMED DECISION The school organization is not only growing very complex, it is experiencing a lot of changes and dynamism. Thornier issues, unlike ones on which programmed decision can be applied to solve, are becoming real. Such are not commonplace as such rather they are unusual and exceptional. As it were therefore, existing routine procedures polices, rules and regulations do not seem to be able to do the needful essentially because such unusual and exceptional problems do not occur as frequent. There is the need to apply nonprogramme decision for their solutions. Examples of this category include decision on the allocation of resources (New or old) of the schools decision or diminish instruction quality, decisions on what to do with new entrance into the curriculum E.G Computer studies, French as a compulsory subject, golden jubilee celebration, decision on worsening community school relationship and all such association issues. Wohlstetter et all., (1996)

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2.5

THE RATIONAL MODEL OF DECISION MAKING

A model is a way of describing a situation, or a set of conditions so that behavior with it can be described, explain predicted or controlled. In making decision, mangers of all organization often way alternatives many of which involve future event that are very difficult to predict. In the school system, how does the Government of school authority predict the reaction of parents and guidance to school fees? P. T. A. levels? Founders day? Yet decision must be made on this and more. This is why decision making situation are often categorised on a continuous ranging from certainty ( highly predictable through risk, to uncertainty and highly unpredictable) Certainty is any decision making, condition in which school organsational managers have accurate, measurable and reliable information anout the outcome of various alternatives under consideration. Managers makes from conditions of certainty to those of uncertainty and risk. A risk refers to any situation were by one cannot predict an alternative outcome with certainty, but there is enough information to predict the probability that it will lead to the desired state. Probability refers to a statistic measure of the chance that a certain event or outcome will occur. Fullan M (2003).

2. 6

BASIC STEPS IN DECISION MAKING PROCESS

School of thought on decision making process differs as to the number of steps involved in decision making process. David, J. L. (1994b) identifies six steps, clear comprehension of the aim to be served by the decision gathering of the facts, options and ideas relevant to the problem; formulating

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possible alternatives, that access the most premises when all possible consequences are considered.. The steps are: FIRST STEP The problem becomes known and decision maker goes through the process of defining and limiting the problem. He attempt to state the problems in terms of His own goal or the goal of the organization.

SECOND STEP The analysis and evaluation of the problem. The administrator has to classify the problem as to whether the problem is really universal or a new development of a typical difficulty to which an action patter has already been developed.

THIRD STEP The value system of the decision maker can be noted at this stage. The value system gives significance to the problems and determine the degree and nature of the action to be taken. It is a result of analysis and evaluation the administrator decides to know further and decisions to make.

FOURTH STEP This step concerns the kcriteria by which the solutions to the problems will be evaluated. Data are collected on the basis on which the decisions wil be made.

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FIFTH STEP This step deals with the implementation: establishing an organization to carry out the policy, allocation resources to it and motivating people to carry it out. In the implementation, there are minor decisions which need to be made to facilitate or accelerate implementation. One of this major resources is that too little attention is been given to a very crucial and vibrant element.

SIXTH STEP Evaluation should be geared towards appraising once more the process. The evaluation reviews the needs, objectives and continuance of the decision in the light of experience or simply accesses the actual outcomes or product of the decision.

2.7

PARTICIPATORY DECISION MAKING IN SCHOOLS

The hierarchical structure that places head teachers at the apex of a pyramid of staff is a common feature in secondary schools in Nigeria. In this arrangement, school heads are poised to use their superior knowledge and experience to direct and control the working of the entire school. This negatively affects efficiency and productivity of the schools because teachers work at half steam because they are not effectively involved in decision making to make them feel as part of the schools. At school level the changes in education are a challenge to head-teachers and other educational administrators who might be harboring the traditional approaches to administration which

according to Jones (1985) are autocratic and bureaucratic in nature. For effective decision making in schools, those in authority will not be expected to act like technocrats in different

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areas of school management. Rather, they are expected to display modern management styles, which are contrary to the traditional management approaches. The modern styles are bottom up, participative, consultative, team and task oriented. The styles also include listening and responding to the real needs rather than telling and prescribing (Bell, 1992). Due to the growing appreciation of the need for valid, knowledgeable inputs in administrative decision making from various organization levels, the need for involving stakeholders in decision-making is paramount (Wekesa, 1987). Among other groups, very important groups to involve in making decisions in schools are teachers who are the custodians of instruction, implementers of school policies and co-organizers for school activities along with head teachers. Further, the decisions made in schools affect them and as professionals and specialists in different subject areas, they are better suited to make the correct decisions having in mind what is required of them as teachers. Different writers have argued in favour of participatory decision-making. Bachelor (1980), Armstrong (1984), Dwivedi (1988) and Maritim (1988), observe that involving subordinates in decision making improves the quality of the decision and the effectiveness of the organization which leads to achievement of the organizational goals. Tyree (1969) arguing in support of teacher involvement in decision making says: if we accept the tenet that in a democracy those who are affected by decisions should participate in making decisions, the demands of the professional staff form a significant part in the decision making process in the School system The days of the head teachers paternalism are fast coming to an end and in a democracy the school, like government, is of the people and by the people. At the school the head teacher is placed in a position of responsibility and authority where all major decisions; curriculum and instruction, management of student discipline, school organization and staff personnel matters, financial matters, school and community relations

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among others are centered on his/her office. This makes him/her wield a lot of power in line with the view that, I have the responsibility I must have the power (Musgrove, 1971). To assist the head teacher in decision making and policy formulation and implementation is the Board of Governors, which deliberates on important decisions like hiring of support staff and budgeting for the school. This kind of structure leaves out the inputs of most of the implementers of the school policies, the teachers, in making decisions. Owing to the dynamics of professionalism and diversity of ideas in secondary schools occasioned by staffing schools with professionally trained teachers and the need to decentralize decision making to the lower levels, the hierarchical structure in management of schools is challenged. On many occasions head-teachers have been advised to involve teachers in decision making as a way of motivating them and to create a feeling of belonging.

2.8

DECISION MAKING MODEL

Griffin, G. (1995) stated that Decision making process involve the following steps: STEP 1: 2.8.1 Investigate The Situation. Confusion in problems definition arises in part because the events issues that attracts the managers attention may be symptoms of another more fundamental and pervasive difficulties. A manager may be concerned about an upsurge resignations amongst teaching and non teaching staff, or upsurge in transfer among students from his school to other school within or outside his locality but this is not a problem unless it interfaces with the achievement of organizational objective if the individual leaving are relatively low performers for whom replacement can be readily found. Then their exit may represent an opportunity rather than a problem.

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Diagnose the causes: Managers can ask a number of diagnostic questions. Each involves in some ways human relationships: what changes inside or outside the organization might have caused the problem? What people are most involved in the problem? Do their actions contribute to the problem? It is up to the manager to put all the pieces together and come up with as clear a picture as possible.

2.8.2 STEP 2 DEVELOP ALTERNATIVES There is no one sure best way to deal with situations; problems or opportunities. For this reason, several alternatives need to be considered from different dimensions- their nature, design suitability, appropriateness e.t.c. it is often necessary for educational managers to meet other task or work groups for brainstorming. Brainstorming refers to as decision-making and problemsolving approach or technique in which individuals or group members attempt to improve creativity by spontaneously proposing alternatives without concern for reality or tradition. In any case, no one best, feasible alternative should be accepted on face value. Such may be fantastic. All alternatives generated must be meaningfully developed for considerations at the next stage.

2.8.3 STEP 3 EVALUATE ALTERNATIVES AND SELECT THE BEST ONE The alternatives generated need to be evaluated on the basis of four (4) key questions: a. Is this alternative feasible? i.e does the school organization the money, time and materials needed to execute the alternatives

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b. Is it ethical and reasonable based on the organisations strategy? Will the school employee who will be relied upon to execute the alternative support it? c. Is the alternative a satisfactory solution? Do I meet the decision objectives? What acceptable chance of success has this alternative? Is the risk tolerance of the organization adequate to sustain the alternative chosen? d. What are the possible consequences for the rest of the school organization? Since the school is made up of many interrelated sections, there is the likelihood that the decision taken might affect certain personnel and departments. This is why alternatives with negative consequences on other departments should be avoided.

2.8.4

STEP 4

IMPLEMENT AND MONITOR THE DECISION. Certainly, what is considered as the best alternative solution would be selected. Managers need now to develop plans to cope with the requirements and problems that may be encountered while implementing the alternative selected, allocating resources, budgeting, assigning responsibility for specific task and setting up procedures for progress reports while keeping in mind potential sports of risk and uncertainties of the alternatives selected. Then the actions are monitored.

2.9

FACTORS INFLUENCING THE QUALITY OF DECISIONS The quality of decision that arise from the process of decisions making as stated by

Griffin, G. (1994)

speaks volume about the organisation and the environment for which the

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decision has far-reaching implications. Four factors listed bellow influence the quality of decisions in several ways.

1.

The Environment Of Both The Organization And The Decision Makers Have Real,

Physical And Social Milieu. Decision-making behavior therefore, being a process, has an infection character arising from the manner decision relates to each other and from the propensity of managers to imitate one another, especially their peers and senior colleagues who are perceived to be succeeding. Where as decision-making is a primary responsibility and the environment of the decision making process is very active. The expectation of stakeholders, the nature and amount of managers authority condition the nature and quality of decisions they make for the organizations. It has been found out that managers with unclear authority tend to become very cautious and slow in initiating decisions. Even when the nature of such authority is clear, the psychological condition of every organisation is very conditioning, producing the intangibles of human interaction among the human elements.

2.

Psychological Characteristics Of The Personalities In The Decision Making Process

Without doubt, the quality of any decision cannot be better than the psychological quality of those who make the decision. This is because decision- making is intimately associated with the psychological characteristics of the principal actors in the decision making process. This is the psychological and socio-psychological view of the decision making process as such factors as status, prestige, feelings or otherwise suspicion, intelligence, emotions e.t.c. bear directly on

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decision making. Some Managers could be conservative and slow while others are brash and vigorous in making up their minds.

3. Timing And Communication Of Decisions Apparently because decision-making has to reflect the dynamics of the organization, the limiting of such decisions becomes essential everywhere, the pervasiveness of decision making indicates the influence of time; (1) The past in which problems develop, information accumulates, (II) The present in which alternatives are located and (III) The future where in lies the implementation of decision. As time unfolds and consequences appears, decision becomes contingent. The various components of the organization ( Interest group) deserve adequate time to make up their minds, about one decision or the other, central to timing is the nature of the decision. Even when decisions are made within the context of time, it will be expedient to communicate the decision to those that will be affected by the decision. Delay is usually a dangerous thing with reference to communicate to prepare personnel for new tasks, to enable people meet deadline and make meaningful contributions to decision implementation, timely communication is essential. Communications that are timely, clear, informative and carefully distributed will certainly affect the quality of decision-making

4.

Participation

The human element in and around the organization are a potent force, influencing the quality of whatever goes on in the organization positively or negatively. This is one fact many organization managers cannot ignore. Some factors that could affect participation and or non-

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participation in decision making include the organisations philosophy, the managerial style and of course the overall climate of the organization. Participation does a lot good to the health of the organization and implicitly to the decision-making and decision implementing process. Away from the authoritarian models of yesteryears, the preponderance of ideas that gives overwhelming advantages to democratic movements dictates that the members of the organization have a right to take part in decision-making. Griffin, G. (1995)

2.10

EVALUATING THE IMPORTANCE OF DECISIONS

Smylie, M. (1992) noted that since managers not only make decisions but also must make them as needed and as economical as possible, and since they must do this often, guidelines to the relative importance of decisions are useful. Decisions of lesser importance do not require thorough analysis and research, and they may even be safely delegated without endangering an individual managers basic responsibility. The importance of a decision also depends on the extent of responsibility, and so what may be of practically no importance to a corporation president may be of great importance to a section head. Some plans can be easily changed, some built into them the possibility of a future change of direction and others involve action that is difficult to reverse. Clearly, decisions that involve flexibility courses of action must be more carefully evaluated than decisions that can be easily changed. If goals and premises are fairly certain, a decision resting on them tends to be less difficult and to require less judgment and analysis than it would if the goals and premises were highly uncertain. If the goal, inputs restrictions, and variable can be accurately measured, as with definite inputs in a production machine shop, the importance of the decision, other things remaining the same,

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tends to be less if the inputs were difficult to quantify, as in pricing a new product or deciding on its style. In situation where the impact of a decision is great, its importance is high. A Doctors mistake in a hospital can be fatal to a patient. No one making a decision that affects other people can afford to overlook the needs of those people who accept the decision.

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CHAPTER THREE RESEARCH METHODOLOGY

3.1

INTRODUCTION

This chapter deals with the research practice utilized in gathering data in respect of this project. It also deals with the study of the population, sample and sample techniques, research instrument, validation of the instrument and procedure for data analysis. 3.2 POPULATION SAMPLE AND SAMPLING TECHNIQUES

The target population for this study comprises the teachers and Principals of Secondary Schools in Sagamu Local Government Area Of Ogun State. Three Hundred teachers and Fifteen Principals were randomly selected for the study from Fifteen Schools randomly selected in Sagamu Local Government Area. POPULATION:

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TABLE 3 NUMBER OF TEACHERS IN EACH SCHOOL SCHOOL Focus International school, Sagamu (Private) NO OF TEACHERS 43

Methodist High School, Sagamu (Public)

121

Model College, Sagamu (Private)

58

Sagamu High School, Sagamu (Public)

112

Makun High School, Sagamu

Integrity International College (Private)

39

African Pride International School, Sagamu (Private)

41

Chriville International School, GRA, Sagamu (Private)

37

Bade Unik Secondary School, Sagamu (Private)

52

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TABLE 4 NUMBER OF TEACHERS IN EACH SCHOOL SCHOOL NO OF TEACHERS

Chatton International School, Sagamu (Private)

38

Federal Government Girls College, Sagamu (Public)

107

Solid Rocks Girls College, Sagamu (Private)

76

Agbele Community High School (Public)

84

Remo Secondary School, Sagamu (Public)

111

Soyindo High School, Sagamu (Public)

98

3.3

RESEARCH INSTRUMENT

The main research instruments are the questionnaires constructed for the teachers and principal in selected Secondary Schools. The questions cut across different areas of decision making. Teachers and Principals were given different questionnaires.

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3.4

VALIDATION OF THE INSTRUMENT

This instrument was validated first by my supervisor and colleagues who made necessary suggestions.

3.5

ADMINISTRATION OF INSTRUMENT

Copies of the questionnaire were distributed to the teachers and principals. All the copies of the questionnaire were collected immediately the respondents had finished filing them. The questionnaires were distributed in the schools between 3rd October and 5th October, 2011. The questionnaires were collected back between 25th and 28th October, 2011.

3. 6

METHOD OF DATA COLLECTION

The respondents responses were grouped into four; Strongly agreed, Agreed, Strongly disagree, disagree. Having sum up each group, the percentage of each group was then calculated.

3.7

METHOD OF DATA ANALYSIS

In the analysis of result, simple percentage was used.

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CHAPTER 4 4.1 INTRODUCTION This chapter contains the analysis of data collected from teachers and fifteen principals of different schools. The statistic instrument used for the analysis is simple percentage which is discussed accordingly. 4.2 RESEARCH QUESTION

What is the relationship between participatory management and teachers job satisfaction?

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A TABLE SHOWING RESPONSES AS REGARD PARTICIPATORY MANAGEMENT AND TEACHERS JOB SATISFACTION

No of agree Teachers can get job satisfaction If made to be part of the school board When teachers are made to be participate in school management, they satisfied If retired teachers are made to be part of school participatory management, they will be satisfied Teachers will derive more pleasure in teaching when they are made to be a part of decision making 271 200 257 271

No of disagree 29

Total

% Agree

% disagree 9.7

Total

300

90.3

100

43

300

85.7

14.3

100

100

300

66.7

33.3

100

29

300

90.3

9.7

100

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The above analysis shows that 90.3% of the teachers agreed that they would be satisfied if they are part of decision maker while 9.7% disagreed with this. This implies that teachers derive satisfaction when they are part of the school management. In addition, 66.7 agreed that teachers would still be satisfied if they are part of school management after retirement while only 33.3% disagreed with this. Also 90.3% derive pleasure in teaching when they are part of the decision making body while only 9.7% disagreed. Hence, it can be concluded that teachers derive pleasure and satisfaction in their job when they are part of the school management.

RESEARCH QUESTION II What is the relationship between participatory management and school effectiveness?

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A TABLE SHOWING RESPONSES AS REGARD PARTICIPATORY MANAGEMENT AND SCHOOL EFFECTIVENESS

No of agree School system will be effective if the principal chooses those to work with. If selected neighbours are part of school participatory management, school system will be effective. School system will be effective if other academic professionals outside the immediate school are made members of participatory management Parents in participatory management will improve school effectiveness 28 243 214 214

No of disagree 86

Total

% Agree

% disagree 28.7

Total

300

71.3

100

86

300

71.3

28.7

100

57

300

81

19

100

14

300

95.3

4.7

100

The above analysis depicts how school effectiveness can be achieved. 71.3% of the teachers agreed that school effectiveness would be attained if the principal chooses those to work with. 71.3% believed in neighbours participation in management would bring about school effectiveness. 81% shared the opinion of professionals involvement, while 95.3% is of the opinion of parents participation in management to entire school effectiveness.
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On the other hand, 28.7%, 28.& %, 19% and 4.7% disagreed respectively on the above opinions. However, it is concluded that there is positive relationship between participatory management and allowed to choose those to work and allows the involvement of professionals and parents in order to achieve school effectiveness.

RESEARCH QUESTION III What is the relationship between participatory management and school management?

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A TABLE SHOWING RESPONSES AS REGARD PARTICIPATORY MANAGEMENT AND SCHOOL EFFECTIVENESS

No of agree If a personnel of force is made to be part of the participatory management, it will instill discipline If only our staff members are made to be part of participatory management, discipline will be high and instilled in school. The rate of discipline in schools will be high if only senior staff are involved in participatory management Discipline will be effective in schools if parents, staff and members of the force are involved in management. 243 171 214 257

No of disagree 43

Total

% Agree

% disagree 14.3

Total

300

85.7

100

86

300

71.3

28.7

100

129

300

57

43

100

57

300

81

19

100

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The above analysis reveals participatory management and school discipline. From the table, it can be concluded that the teachers are in support of other hands; force, parents to participate decision relation to discipline of the school. The table shows that 85.7% of the teachers are in support of involvement of personnel of the force in school discipline. 71.3% are of the opinion of staff participation, 57% believed that senior staff participation would instill discipline in schools while 81% of the opinion of general involvement of both staff, parents and force. On the other hand, 14.3%, 28.7%, 43% and 19% are against the participatory and school discipline .Hence, it is strongly said that participatory management and school discipline should be encouraged in order to install effective discipline into the school.

RESEARCH QUESTION IV What is the relationship between participatory management in teachers morale boasting and job performance?

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A TABLE SHOWING RESPONSES OF PRINCIPALS AS REGARD TEACHERS JOB PERFORMANCE

No of agree All teachers should be involved in decision making concerning school activities When teachers are involved in decision making concerning school administration, it can make them loose control The head of the school should be the one to select those to be involved in decision making of school administration Different group of decision makers should be made to handle different aspect of decision making in school administration. 10 10 8 10

No of disagree 5

Total

% Agree

% disagree 33.3

Total

15

66.7

100

15

53.3

46.7

100

15

66.7

33.3

100

15

66.7

33.3

100

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In the above analysis, the total questionnaire used where 15; which were distributed to 15 principals of different schools in the Local Government Area. It can be seen clearly that the principals welcome the democratic system in decision making because 66.7% involve all teachers in decision making while only 33.3% disagreed. Also, delegation of work is also encouraged by the principals. However, 53.3% of the principals believed that teachers might loose control if involved in decision making while 46.7% disagreed. Here, it can be explained that the principals past experiences with involvement of some teachers in decision making brought about the result. Also, it can be observed that the margin between the agree and disagree can be based on individual differences. Hence, most of the principals are of the opinion of participatory management in order to achieve the school objectives.

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CHAPTER 5 SUMMARY, CONCLUSION AND RECOMMENDATIONS 5.1 SUMMARY

The findings of this study conform to the findings of other studies by Karue (1980), Muraya (1981), Allen (1982), Miller (1984) and Maritim (1988) where teachers expressed the need to be involved in decision making more than they were actually involved. This is in line with the submission of Okoye (1991) who opined that workers should be involved in decisions that concern them like the general working conditions, fringe benefits and even staff development programs as this adds to the attractiveness of the organization climate. Udo and Akpa (2007) also corroborated this fact that where teachers are adequately involved in decision making process, there would 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. This clearly confirms that the need for more teacher participation in decision making is crucial in schools owing to the advantages which include: increased rate of output production; making use of expert knowledge in decisions; producing positive staff morale and commitment; improved employee relations; staff developing a sense of ownership; improved quality of management decisions; making teachers improve the quality of their profession and workplace resulting into a less stressful, more satisfying and motivating environment; staff are adequately prepared for any changes in their lives by being involved in the decision making process. The realization of the objectives of the school is the main preoccupation of the principal. All His administrative and supervisory advices are geared towards this goal. But he cannot achieve these
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goals alone without involving teachers. One of the ways of enjoying other maximum support and co-operation of the teachers is through their involvement in participatory decision making. The model of management is complimented by the comments given by teachers and the findings obtained from the analysis in that people not only feel useful to their organization but they are capable of exercising far more initiative, responsibility and creativity than their present jobs or work circumstances require or allow. The same model on the kind and amount of participation professes that subordinates believe that they are useful and important members of the team. This is the same thing teachers are saying when they desire more involvement in decision making. Teachers views about head teachers depict the traditional kind of executives who, to a higher degree, centre power and authority on themselves (Jones, 1985). Teachers desired executives (head-teachers) who create an environment in which subordinates can contribute the full range of talents to the accomplishment of school goals. Principals should be able to apply the motivation theory that is appropriate at the time considering the circumstances. This is important, as what motivates one member of staff at a particular time may not be an effective motivator for another.

5.2

CONCLUSION

The above findings that teachers desire more participation in decision making than they are actually involved and the comments which confirm the desire to be involved more in decision making could be because of some fears by head-teachers. Wekesa (1994) argues that some headteacher could be in fear of allowing teachers to participate in decision making lest they loose their authority in running their schools to the teachers. However, this should not be the case because if teachers are allowed to make decisions on matters that affect them, they would be

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more comfortable and they will be motivated to work hard to achieve what they have contributed in deciding upon. From the findings obtained in this study it was found that the actual extent of teacher participation in decision-making was less than the desired extent of teacher participation in decision-making. This difference was found significant in all the variables of curriculum and instruction, student personnel, school organization, financial matters, school and community relations and staff per personnel. It was, therefore, concluded that teachers desired more involvement in decision-making than they were actually involved. Principals should not discriminate against set of staff to their gender difference. Through experience should be advantage if should be the most important quality to be considered in involving teachers in decision making. The issue of finance and school budget should not be on exclusive preserve of the principal. Not involvement of teachers in taking decision will only give room for hatred and falsehood, which must be avoided by the principals.

5.3

RECOMMENDATIONS

Based on the findings of this study, the following recommendations are made to enhance development on the job:

1. Continuous involvement of teachers in decision making by the principals will further enhance teachers development on the job

2. The principals should not totally neglect the less experienced teachers in decision making as they also need to be developed on the job

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3. Principals should also attend more workshops and seminars to know how to manage the younger teachers so as to build them up since they will eventually take up the mantle from them later.

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APPENDIX RESEARCH QUESTIONNAIRE ADMINISTRATOR QUESTIONNAIRE Introduction: This is an oral interview conducted for administrators of selected secondary schools to enable the researcher a final year student of University Of Education, Winneba, Ghana, complete her thesis on the topic: THE EFFECT OF TEACHERS PARTICIPATION IN SCHOOL ADMINISTRATION IN SAGAMU LOCAL GOVERNMENT AREA, OGUN STATE, in pursuance of Masters in Educational Administration and Planning. Adewusi Yetunde

SECTION A. Introduction Name of school .. BIO DATA: Please tick as appropriate SEX: Male Female

EDUCATONAL QUALIFICATION I NCE B.A. M.Sc. HND B.Sc. Ed. MBA B.ED B.Sc. B.A. Ed M.Ed.

Others( Specify) ..

YEARS OF TEACHING EXPERIENCE 0-5 Years 5-10 Years 11-20 Years 20 years and above

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S/N 1.

ITEMS All teachers should be involved in decision making concerning schools activities

SA

SD

REMARKS

2.

Some selected teachers should be carried along when it comes to decision making in school activities

3.

Only senior officers should be involved in decision making when it comes to school activities/ matters

4.

Decision

making

concerning

school

administration should be left to be handled by the headquarters (Fed. Min. Of Edu.) 5. When teachers are involved in decision making concerning school administration, it can make them loose control 6. Areas of specialization/ discipline should be a criteria/condition for selection of those to be involved in decision making in School administration 7. The principal or head of the School should be the one to select those to be involved in decision making of school administration. 8. Selection/ nomination of decision makers should be made open to volunteers within the school system 9. Selection/ nomination of decision makers should be done by the students or their
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representatives. 10. Different group of decision makers should be made to handle different aspect of decision making in school administration.

KEY: SA A SD D STRONGLY AGREE AGREE STRONGLY DISAGREE DISAGREE

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TEACHERS QUESTIONNAIRE Introduction: Dear respondent, This questionnaire has been designed to solicit information for purely academic purposes. This is to enable the researcher a final year student of University Of Education, Winneba, Ghana, complete her thesis on the topic: THE EFFECT OF TEACHERS PARTICIPATION IN SCHOOL ADMINISTRATION IN SAGAMU LOCAL GOVERNMENT AREA, OGUN STATE, in pursuance of Masters in Educational Administration and Planning. All information given will be treated with utmost confidentiality. Thank you for your anticipated cooperation. Adewusi Yetunde.

SECTION A. Introduction Name of school .. BIO DATA: Please tick as appropriate SEX: Male Female

EDUCATONAL QUALIFICATION I NCE B.A. M.Sc. HND B.Sc. Ed. MBA B.ED B.Sc. B.A. Ed M.Ed.

Others( Specify) ..

YEARS OF TEACHING EXPERIENCE 0-5 Years 5-10 Years 11-20 Years 20 years and above

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S/N 1.

ITEMS When teachers are made to participate in school management, they are satisfied

SA

SD

REMARKS

2.

Teachers can get job satisfaction if made to be part of the school board or school management committee

3.

If retired teachers are made to be part of the school participatory management, they will be satisfied

4.

Teachers will derive more pleasure in teaching when made to be part of decision making

5.

School system will be effective if the principal chooses those to work with

If selected neighbours are part of school participatory management,

school system will be effective 7. School system will be effective if other academic professionals outside the immediate school are made members of participatory management 8. Parents in participatory management will improve school effectiveness

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S/N 9.

ITEMS If a personnel of the force is made to be part of the participatory management, it will install discipline in school

SA

SD

REMARKS

10.

If only our staff members are made to be part of the participatory management, discipline will be installed in school.

11.

The rate of discipline in schools will be high if only senior staff members are involved in participatory management.

12.

Discipline will be effective in schools if parents, staff members and members of the force are involved in management.

13.

Being part of participatory management in school can encourage hardwork

14.

Participatory management will improve the quality of students produced.

15.

More

academic in

professionals room

will

be if

interested

class

activities

participatory management is maintained 16. Participatory management will improve

standard of academics as staff members experience job satisfaction. 17 Effectiveness of the teachers is determined by the level of cooperation between the management

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KEY: SA A SD D STRONGLY AGREE AGREE STRONGLY DISAGREE DISAGREE

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