Teachers' Perceptions Towards Decision-Making Processes: A Case Study of Secondary Schools in Rwanda

• Published in: American journal of qualitative research Vol. 8; no. 2; pp. 136 - 152
• Main Authors: Musengamana, Irene, Rhaman Shaoan, Md Mirajur, Namanyane, Tebatso Moses, Chineta, Okoye Maureen, McNamara, Patricia Mannix
• Format: Journal Article
• Language: English
• Published: 01.07.2024
• ISSN: 2576-2141; 2576-2141
• DOI: 10.29333/ajqr/14397

The significance of participatory decision-making in educational institutions is widely acknowledged as essential in school management and administration. This study aimed to determine how involved teachers are in making decisions in their schools and what role they think they play in shaping different parts of school policies and procedures. It also looked at their perspectives on how decisions made by others are carried out in schools. Semi-structured interviews with 10 secondary school teachers focused on teachers' role in decision-making related to their routine school tasks, strategic decision-making, participatory role in making school decisions, and their willingness to participate in decision-making. This study showed that teachers' low participation is attributed to their shared desire to be involved in school management and administration-related decisions. Teachers expressed that participatory school-based decision-making can promote collaboration and collectivism among the school staff, and it plays a significant role in shaping their work satisfaction and motivation. By gaining insights into teachers' perspectives, this study aims to contribute to the broader understanding of participatory school decision-making in the Rwandan secondary education system and communicate potential improvements for fostering a more collaborative and inclusive educational environment.