Students And Teachers Participation In Decision Making In Secondary School And Its Influence On Student Discipline In Amac Area Council Of Abuja

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Students And Teachers Participation In Decision Making In Secondary School And Its Influence On Student Discipline In Amac Area Council Of Abuja

Abstract

This study was carried out to examine students and teachers participation in decision making in secondary school and its influence on student discipline in AMAC area council of Abuja. The study was specifically set to determine the level at which teachers and students are fully involved in decision making in secondary schools, determine the means through which teachers are involved in decision making in secondary schools, determine the processes through which students are involved in decision making in secondary schools, determine whether teachers and students participation in decision making is a panacea for enhancing discipline in secondary schools, and determine the extent to which teachers and students participation in decision making influences students discipline in secondary schools in AMAC Area Council Of Abuja. The survey design was adopted and the simple random sampling techniques were employed in this study. The population size comprise of students and teachers of some selected secondary schools in AMAC area council of Abuja. In determining the sample size, the researcher conveniently selected 200 respondents and 150 were validated. Self-constructed and validated questionnaire was used for data collection. The collected and validated questionnaires were analyzed using frequency tables While the hypotheses were tested using Chi-square statistical tool. The result of the findings reveals that the level at which teachers and students are fully involved in decision making in secondary schools is low. Furthermore the study also revealed that teachers and students participation in decision making is a panacea for enhancing discipline in secondary schools. Therefore, it is recommended that it becomes imperative that school principals, more than ever now, involve students and teachers in decision making to an appreciable level if set objectives must be effectively and efficiently attained especially with Nigeria’s “Vision 20-20-20” staring at our schools and waiting to be accomplished largely though education. This way, the prevalent autocratic decision-making process in schools would be cast aside and our school system would begin to enjoy the huge benefits entrenched in participatory decision-making, which has long become the vogue in developed economies. To mention but a few.

Table of Content

  • Title Page
  • Certification
  • Dedication
  • Acknowledgement
  • Table of Content
  • List of Tables
  • Abstract

Chapter One:

Introduction

  • 1.1 Background of the Study
  • 1.2 Statement of the Problem
  • 1.3 Objective of the Study
  • 1.4 Research Questions
  • 1.5 Research Hypothesis
  • 1.6 Significance of the Study
  • 1.7 Scope of the Study
  • 1.8 Limitation of the Study
  • 1.9 Definition of Terms
  • 1.10 Organisations of the Study

Chapter Two:

Review of Literature

  • 2.1 Conceptual Framework
  • 2.2 Theoretical Framework
  • 2.3 Empirical Review

Chapter Three:

Research Methodology

  • 3.1 Research Design
  • 3.2 Population of the Study
  • 3.3 Sample Size Determination
  • 3.4 Sample Size Selection Technique and Procedure
  • 3.5 Research Instrument and Administration
  • 3.6 Method of Data Collection
  • 3.7 Method of Data Analysis
  • 3.8 Validity of the Study
  • 3.9 Reliability of the Study
  • 3.10 Ethical Consideration

Chapter Four:

Data Presentation and Analysis

  • 4.1 Data Presentation
  • 4.2 Analysis of Data
  • 4.3 Answering Research Questions
  • 4.4 Test of Hypotheses

Chapter Five:

Summary, Conclusion and Recommendation

  • 5.1 Summary
  • 5.2 Conclusion
  • 5.3 Recommendation
  • References
  • APPENDIX
  • QUESTIONNAIRE

Chapter One

Introduction

1.1 Background of the Study

In the school system, like any other organization, decisions are made towards solving immediate and remote problems all aimed at achieving set goals and objectives effectively and efficiently. These decisions could bother on curricular/instructional programmes, transportation/communication systems, staffing, students/staff welfare, students/staff discipline, school plant maintenance, accommodation/health facilities, admission policy, budgeting, purchasing, gaming, extra-curricular activities, and e.t.c. The outcome of such decisions should be good quality teaching and good quality learning in a pleasant and conducive atmosphere. Decision-making can be defined as a choice made from among alternative courses of action that are available, either towards the solution of a problem or the achievement of an objective. All school administrators must engage in decision-making as it is a key responsibility of school leaders, and the way and manner in which they carry out this responsibility has a considerable influence on many facets of the school. To effectively attain an enabling environment for teaching/learning in secondary schools, principals as the school administrators must possess a high level of imagination, vision, initiative, as well as be cautious to demonstrate a collective concern for fairness, boldness and love as they exercise their authority in making decisions. This would demand that subordinates are involved in decision-making as much as the situation allows. If the administrator understands the need dispositions of his subordinates as well as their values, aesthetics, and the general working environment, he will do well to determine the favourable limits of involvement. This is necessary because it has been observed that too much involvement of subordinates in decision making than they would have preferred is as detrimental as too little (Belasco and Alutto, 1972; Hoy and Miskel, 1987; Yukl, 1975; Nwogwugwu, 1986; Peretomode, 1992; Duze, 2007, 2005). Ambrose and Heller (1972), Smith (1974), Ogundele (1995), Peretomode (1995), Duze (2005) noted that principals tend to be authoritative in making decisions, thus, denying the students and teachers the right to exercise meaningful control over the purposes and final social results of their studies. This denial, according to them, is the root cause of most students’ and teachers’ oppression, which in turn degenerates into breakdown of law and order in schools. In the same vein, Coch and French (1973), Edem (1982), and Ukeje (1992), Duze (2007, 2005) stated that students’ and teachers’ adequate involvement in decision-making in schools is not only crucial to accepting, accommodating, and implementing change decisions, but also contributes a great deal to the maintenance of internal discipline in schools, positive attitude to school work, as well as improving the quality of future decisions. Specifically, Ogundele (1995), Oluchukwu (1998), Duze, (2007), Ikediugwu (2007), Ofojebe (2007) observed that truancy, vandalism, violent protests, and incessant strike actions are some of the evils that have plagued most Nigerian secondary schools as a result of inadequate participation of students and teachers in decisions that directly or indirectly affect them.

According to them, Nigerian secondary schools have grown in numbers and population with corresponding increases in complexities and changes in human behaviours about many school concerns. For instance, the explosion in student population in recent years evolved a corresponding change in the social roles of both students and teachers, one of the most glaring being their militancy in issues that affect their work. Thus, students and teachers in Nigeria are no longer quiescent, passive, or conservative about school administration but rather vocal, active, and dynamic in matters that affect them and the entire educational system. This could probably be a reason why the incessant cases of unrest in our schools and institutions, with grave consequences on school work, are usually linked to administrative decisions made without their inputs. It is also commonly alleged that school administrators have continued to monopolize and “privatize” to themselves the decision-making process in Nigerian schools thereby making teachers unconcerned and uncommitted to effecting the decisions taken, and students angry and unhappy about the changes they do not buy. Thus, the problem of this study is to investigate students’ and teachers’ participation in decisionmaking and the impact on their attitude to school work and school internal discipline in Nigeria. The decision was based on the observation that most of the States in Nigeria so far studied separately (e.g. Anambra, Delta, Oyo, Oshun, Lagos) by various researchers belong to the top ten educationallyadvanced States in Nigeria, but sadly notorious for their unsteady academic calendar due to incessant strike actions by teachers, students’ unrest, high dropout rates, and not too impressive academic performance considering their vantage points in education (Duze, 2007; Ikediugwu, 2007; Ofojebe, 2007). These unwholesome developments could probably stem from the exclusion of students and teachers in making decisions that directly or indirectly pertain to them in the immediate school environment and/or the outer educational system.
It was Medley (1981) who posited that a teacher’s thinking and decisionmaking organize and direct a teacher’s behaviour and form the context for both teaching and learning. It is also fearfully observable that what pertains to the teacher invariably pertains to the student, and of course, no teacher, no student, and vice versa. The two always almost consciously or unconsciously tie together even in emotions, needs and wants. It would therefore be too dangerous for the school administrator to have these two important categories of his cabinet on the other side of the wall. Anderson (1968) cautioned that a school principal is totally powerless against teachers (and students) when they act as a group. According to him, this powerlessness stems from the fact that it is difficult to dismiss tenured teachers. This invariably implies that a principal who fails to meet the expectations of the now militant duo may find his authority severely undermined if not openly flouted. This would be unhealthy for our schools and we do not want them manifested. Furthermore, Ogundele (1995) added that the idea that every individual must have some systematic means through which he can participate in decision having direct bearing to his being is fundamental to our democratic way of life and must be upheld. Also, the success of any organisation, he continued, is dependent upon satisfying the needs of the members of the organization as well as sustaining organizational goals. Therefore, participation in the decisionmaking process may be perceived as one method of satisfying individual work needs. Peretomode (1995) added that one major concern of educational administrators has been how to motivate, create and ensure a feeling of job satisfaction and high morale in their teachers and other subordinates since it is empirically known that motivated, satisfied teachers with high morale tend to be more committed to their duties and also more productive in their work. He therefore posited that since decision-making is a key responsibility of all school administrators, then, the decision-making style of the school principal can be used to bring about these much desired production-related factors. Different administrators employ different decision-making styles for reasons that may be best known to them. Some may take decisions all alone, others may consult with one or more confidants amongst the subordinates before taking decisions, while some others may adequately involve subordinates and they all make and take decisions collectively. It is this last case that is usually referred to as collective or participatory decision-making and usually accepted as a democratic arrangement.

1.2 Statement of the Problem

Education is a complex endeavor. It encompasses various decision–making processes concerning different issues and educational problems. The decision made could also be categorized as the collection of scarce teaching and learning resources, the enrolment of students, employment of teaching and non–teaching staff, introduction of the new curriculum, student and staff discipline, staff training and methods of improving pedagogy and educational research etc (Okumbe, 1998). Schools today face intense pressure from rapidly changing external environments and the needs of an ever-evolving global economy. These pressures are creating new demands on schools to produce effective students with skill to compete (Moran, 2009). To cope with these objectives, improving the quality of school effectiveness through the mobilization of teachers and providing them opportunities to participate in school decision–making.

Student participation in decision-making involves creating opportunities for children and young people to increase their influence over what happens to them and around them. It was, for many years, touted as one of the most important ways of minimising or even eliminating student indiscipline and discontent in schools. It has since been implemented in most schools through the formation of Student Councils and enactment of laws to support the same but even with that, the mass indiscipline of students in secondary schools has continued unabated

In the other hand as regards the role played by teachers, UNESCO (2005) writes that “without the participation of teachers, changes in education are impossible”. This preposition confirms that teachers are the corner–stone of school activities. Moreover, it can be said that the quality of schools‟ performance largely depends upon teachers who occupy the most important place in teaching learning process. Therefore, the involvement of teacher in decision–making is likely motivating teacher to exert their mental and emotional involvement in group situation that may contribute to group goals and shared responsibilities.

However, there are discrepancies between what the literature suggests and what actually is observed in the secondary schools under study. Moreover, personal observation of the researcher reveals, that there is a serious problem in involving students and teachers in school decision–making in the areas of the study. The school leaders are trying to make decisions almost by themselves rather than involving students and teachers. In line with this, the Oromia Educational Festival and Training Manual (cited in Wondesen, 2011) report indicates the shortage of professionally committed educational leaders in preparing participatory decision in the region.

1.3 Objectives of the Study

The broad objective of this study is to examine students and teachers participation in decision making in secondary school and its influence on student discipline in AMAC area council of Abuja. Other specific objectives includes:

  1. Determine the level at which teachers and students are fully involved in decision making in secondary schools
  2. Determine the means through which teachers are involved in decision making in secondary schools.
  3. Determine the processes through which students are involved in decision making in secondary schools.
  4. Determine whether teachers and students participation in decision making is a panacea for enhancing discipline in secondary schools.
  5. Determine the extent to which teachers and students participation in decision making influences students discipline in secondary schools in AMAC Area Council Of Abuja.

1.4 Research Questions

The study was guided by the following research questions:

  1. What is the level at which teachers and students are fully involved in decision making in secondary schools?
  2. What are the means through which teachers are involved in decision making in secondary schools?
  3. What are the processes through which students are involved in decision making in secondary schools?
  4. Does teachers and students participation in decision making a panacea for enhancing discipline in secondary schools?
  5. What is the extent to which teachers and students participation in decision making influences students discipline in secondary schools in AMAC Area Council Of Abuja?

1.5 Research Hypotheses

  • Ho: Students and teachers participation in decision making does not influence student discipline in secondary schools in AMAC Area Council Of Abuja.
  • Ha: Students and teachers participation in decision making does influence student discipline in secondary schools in AMAC Area Council Of Abuja.

1.6 Significance of the Study

The involvement of students teachers in decision-making at all levels of the school system is very important for the well-being of the schools. Improvement of school environment arising from better understanding of the role of student participation in school management and its influence on student discipline will help learners take more responsibility in their own learning. This will in turn greatly enhance transition from secondary education to tertiary education.

Therefore, this study is believed to make the following contributions.

  1. The study may increase awareness for PTA, school principals, teachers, students and educational office about the importance of participatory decision making so that schools can be able to utilize teachers‟ potential and experience for better problem solving skills.
  2. It may help the school principals share schools‟ problems with all students and teachers and make sound decision.
  3. The study would forward recommendations that may help students teachers‟ involvement in decision making process.
  4. The study may give some clues for further study.

1.7 Scope of the Study

This scope of this study boarders on students and teachers participation in decision making in secondary school and its influence on student discipline in AMAC area council of Abuja. Hence, the study will be delimited to some selected secondary schools in AMAC area council of Abuja.

1.8 Limitations of the Study

As with any human endeavor, the researcher experienced small impediments while performing the study. Due to the scarcity of literature on the subject as a result of the discourse’s nature, the researcher incurred additional financial expenses and spent additional time sourcing for relevant materials, literature, or information, as well as during the data collection process, which is why the researcher chose a small sample size. Additionally, the researcher conducted this inquiry in conjunction with other scholarly pursuits. Additionally, because only a small number of respondents were chosen to complete the research instrument, the results cannot be applied to other secondary schools outside the state. Regardless of the limits faced throughout the investigation, all aspects were reduced to ensure the best outcomes and the most productive research.

1.9 Definition of Terms

Decision Making:

Is the act of making up on one‟s mind about something, or position or opinion or judgment reached after consideration. It is a thinking process, with lots of mental activity involved in choosing between alternatives

Extent of Participation:

Is the magnitude to which teachers take part with others with specified rights and obligations in school decision making.

Teachers’ Involvement:

Is a participative process that uses the entire capacity of teachers and design to encourage increased commitment to organization‟s success

Secondary School:

Is four year duration of general and streamed education that ranges from grade 9 to 12 (MoE, 1994, p.14); and teachers in this case are those who teach at this level and the schools are government schools.

Discipline:

Refers to the upright behavior of the students and all the staff in secondary school, be they teachers or other workers.

1.10 Organizations of the Study

The study is categorized into five chapters. The first chapter presents the background of the study, statement of the problem, objective of the study, research questions and hypothesis, the significance of the study, scope/limitations of the study, and definition of terms. The chapter two covers the review of literature with emphasis on conceptual framework, theoretical framework, and empirical review. Likewise, the chapter three which is the research methodology, specifically covers the research design, population of the study, sample size determination, sample size, abnd selection technique and procedure, research instrument and administration, method of data collection, method of data analysis, validity and reliability of the study, and ethical consideration. The second to last chapter being the chapter four presents the data presentation and analysis, while the last chapter(chapter five) contains the summary, conclusion and recommendation.

Chapter Five

Summary, Conclusions and Recommendations:

5.1 Introduction

This chapter summarizes the findings on students and teachers participation in decision making in secondary school and its influence on student discipline in AMAC area council of Abuja. The chapter consists of summary of the study, conclusions, and recommendations.

5.2 Summary of the Study

In this study, our focus was to examine students and teachers participation in decision making in secondary school and its influence on student discipline in AMAC area council of Abuja. The study specifically was aimed to determine the level at which teachers and students are fully involved in decision making in secondary schools, determine the means through which teachers are involved in decision making in secondary schools, determine the processes through which students are involved in decision making in secondary schools, determine whether teachers and students participation in decision making is a panacea for enhancing discipline in secondary schools, and determine the extent to which teachers and students participation in decision making influences students discipline in secondary schools in AMAC Area Council Of Abuja.

The study adopted the survey research design and randomly enrolled participants in the study. A total of 150 responses were validated from the enrolled participants where all respondent are students and teachers of some selected secondary schools in AMAC area council of Abuja.

5.3 Conclusions

Based on the findings of this study, the researcher made the following conclusion.

  1. The level at which teachers and students are fully involved in decision making in secondary schools is low.
  2. The means through which teachers are involved in decision making in secondary schools includes: through appointments by the school administration, through staff meeting, and through the appointment of head teachers
  3. The processes through which students are involved in decision making in secondary schools includes: through appointments by the school administration, student select their own prefects, appointment of class-captain, and through voting by students.
  4. Teachers and students participation in decision making is a panacea for enhancing discipline in secondary schools.
  5. The extent to which teachers and students participation in decision making influences students discipline in secondary schools in AMAC Area Council Of Abuja is high.

5.4 Recommendation

Based on the responses obtained, the researcher proffers the following recommendations:

  1. In the secondary school therefore, it is necessary that all concerned functionaries, especially the school principals, should avoid making sole, arbitrary, and emotional decisions that are detrimental to optimum goal attainment. To do this, they would need to gather all available data or information concerning a matter to be decided upon and put them into proper use by doing a thorough homework as to where they would be most effective in carrying sub-ordinates along in making or taking decisions that pertain to the smooth running of the school. This becomes easier and possible when the principals tap from the ideas, knowledge, opinions, and suggestions of their staff and students, and make them understand that their inputs count in making administrative decisions.
  2. It therefore becomes imperative that school principals, more than ever now, involve students and teachers in decision making to an appreciable level if set objectives must be effectively and efficiently attained especially with Nigeria’s “Vision 20-20-20” staring at our schools and waiting to be accomplished largely though education. This way, the prevalent autocratic decision-making process in schools would be cast aside and our school system would begin to enjoy the huge benefits entrenched in participatory decision-making, which has long become the vogue in developed economies.
  3. Students should be encouraged by the school managers to participate in decision making process in their respective schools, in different aspects including decision on school uniform, rules and regulations, leadership, academic work, time table, extracurricular activities .
  4. Students should be given freedom to participate in decision making process through voting in their student representatives, group discussions, survey, student’s representatives and participating in different organized meetings.
  5. Students should abide by the school rules and regulations to minimize indiscipline cases such as lateness, absconding classes, absenteeism, not performing the expected duties, drug abuse, theft, irresponsible handling of school property, disrespecting authority, boy/girl relationship, fighting, noise making and strikes among others. This will lead to enhanced academic improvement due to well maintained discipline.
  6. The school administration should consider students’ opinions raised indifferent forums in decision making formulation and implementation in different aspects concerning the school management.

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