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Vol.1 , No. 3, Publication Date: Aug. 8, 2014, Page: 53-60
. However, involvement level was not significantly influenced (p>.05) by teachers’ level of professional training and teaching experience. The study offers useful insights on how principals can enhance participatory decision making so as to attain desired learning outcomes in their institutions.&picture=http://www.aascit.org/aascit/decorators/img/journal/910.jpg)
| [1] | J. Kanjogu Kiumi, Department of Curriculum & Educational Management, Laikipia University, Kenya. |
| [2] | C. Chemnjor, Department of Curriculum & Educational Management, Laikipia University, Kenya. |
| [3] | M. Karanja Macharia, Department of Curriculum & Educational Management, Laikipia University, Kenya. |
Teachers play a critical role in education dispensation in any learning system or school for that matter. This has the implication that successful learning outcomes are contingent upon level of teacher inclusion when key decisions are being made in a school. However, there is an emerging view that Kenya’s secondary school principals tend to make unilateral decisions, a factor that has been linked to challenges relating to below average academic performance by learners, learners’ indiscipline and teacher turn over in some of the affected schools. Nonetheless, factors that could be predisposing principals to an exclusive leadership behavior are not yet clear. This is what informed the study. The study selected three variables, specifically principals’ leadership style’s teachers’ level of professional training, and teaching experience with a view to determining the extent to which they could be influencing principals’ willingness to involve teachers in decision making. Using ex-post facto research design, data were collected from 180 teachers through a self-delivered questionnaire and subsequently analyzed through ANOVA statistic at.05 alpha level. Level of teacher involvement was significantly influenced by principals’ leadership styles (p<.05). However, involvement level was not significantly influenced (p>.05) by teachers’ level of professional training and teaching experience. The study offers useful insights on how principals can enhance participatory decision making so as to attain desired learning outcomes in their institutions.
Keywords
Principals’ Leadership Styles, Teacher Characteristics, Decision Making, Secondary Schools, Kenya
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