Teacher participation in core decision making areas in Harare’s Mbare-Hatfield Primary Schools

John Tenha, Tichaona Mapolisa


The main purpose of this study was to investigate the practices of teachers’ involvement in school decision-making in primary schools in Mbare/Hatfield district. To carry out this study a descriptive survey method was used. A total of 60 respondents composed of 50 primary school trained and 10 school heads made up the sample. These were obtained through random sampling. The data were gathered through structured questionnaires, structured interviews complemented by document analysis. Data gathered were analysed using percentages and presented in pie charts and tables. The researchers found out that teachers’ involvement in core school decision-making areas in general was low.  They participated most in activities centred on student achievement and classroom activities. The researchers found out that teachers were not involved in core decision making areas such as student enrolment nor infrastructure development. The administration team made the core decisions and teachers were only told of the decisions.  This affected the success of the implementation of development programmes, as teacher support for such programmes was minimal due to lack of understanding of how the decisions were arrived at. It was recommended that school heads understand the importance of teachers in the education system and that involving teachers in core decision making provides a wider scope of ideas that help in the development of schools. It is crucial that teachers attend leadership meetings so that they stay abreast with the mechanics of leading.   


Teacher participation, decision making, decision, decision making areas

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