Teacher decision making approaches on instructional classroom practice

John Tenha, Tichaona Mapolisa


Making decisions is one thing that every school does on a day-to-day basis. Though they are done at different levels they all contribute to the development of the school system as a whole. The researchers sought to find out the decisional approaches employed by teachers in Harare primary schools on instructional practice in the midst of low academic achievements by students. The descriptive survey approach was employed in this study. Closed-ended questionnaires and structured interview questions were developed. These were pre-tested to determine their validity and reliability. These were administered to 50teachers and 10school heads respectively. Document analysis also complemented the aforementioned research instruments in data collection. The researchers concluded that teachers’ participation in decision making in their schools was very little. Areas where heads involved teachers were centred on classroom practice. It was also found that teachers employed participatory decision making approaches when conducting classroom activities. This approach was perceived by teachers as contributing to the success of their classroom practice. From the findings of the study it is recommended that Ministry of Primary and Secondary Education officials and school authorities develop mindsets that understand the critical role teachers play in the education fraternity and thereby capitalise on their skills through participatory decision making.


Decision making approaches, instructional practice, participatory decision making

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