Abstract

This study explored teachers’ involvement in decision making related to finances in three public secondary schools of Kasungu Municipality. Specifically the study attempted to determine ways through which teachers are involved, level of their involvement and factors affecting their involvement. An exploratory case study research design was used. Three head teachers, three deputy head teachers and three heads of departments were interviewed. Twenty class teachers participated in Focus Group Discussions. Data gathered was qualitatively analysed. The researcher listened to interviews and FGD recordings, read through notes, and produced transcripts. The study revealed that class teachers were mostly involved indirectly through representation and they were the least involved in all the three schools. Lack of adequate opportunities for involvement in decision making was the major factor that affected them. This was due to structures in the schools not being effectively and efficiently used to facilitate their involvement. However, the study revealed that creativity and activeness of heads of departments and improved relationship and communication between head teachers and class teachers in addition to adherence to government policies and regulations would improve the situation. Class teachers are implementers of most school activities hence, their involvement is likely to promote teaching and learning and reduce issues in different areas in the schools. These findings can be a source of vital information to education authorities for possible interventions.

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School	: School of Education
Issued Date	: 2021

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