Teachers Involvement in School Decision Making and School Performance in Primary Schools of Elu Gelan Woreda

ABSTRACT The leading purpose of this study was to investigate the teachers’ involvement in school decision making and school performance in Elu Gelan woreda primary schools. Quantitative approach and Correlation design was employed. Six primary schools were drawn from 33 schools using simple random sampling technique. The total 186 (180 teachers, and 6 principals) respondents are included to the study. The data were collected through questionnaire, interview and document review. Descriptive and inferential statistics were used to analyze quantitative data. Qualitative data was analyzed by summarizing and re-summarizing. The findings of the study show that teachers’ involvement in planning and monitoring was found to be moderate. The result of one way of ANOVA at 95% showed absence of statically significance difference between six sampled schools. The extent of participation in different areas of school decision making is insufficient and there was statically significance difference in teachers’ involvement among six schools. Generally, the performance of school was found to be not meeting standard. It was, thus, concluded that teachers role in school decision-making was not given due attentions in primary schools under the study. It was recommended that WOE need to assign trained and experienced principals and train principals who can empower teachers to involve and improve the decision making practices and performances of schools.