The effects of dysfunctional participative decision-making practices in two Alexandra township schools

Abstract

This study aimed to investigate the effects of dysfunctional participative decision-making practices at two primary schools in Alexandra Township in Gauteng Province and how the school leaders’ practices affect teacher efficacy. This research holds a qualitative research approach and takes a constructivist interpretive worldview using a grounded theory design. Interactive semi-structured interviews were conducted with 12 teachers including deputy principals and Departmental Heads from the two schools. The sample chosen was two teacher representatives, one as a teacher representative in the governing body and one from the general teacher population; the Departmental Head and the principal or Deputy Principal to represent the SMT, and the SGB secretary and treasurer to represent the SGB per school. These participants were selected because they are the schools’ decision-makers and serve as the main decision-makers within the groups they represent. The data were coded, transcribed, and analysed utilising the constant comparative analysis method. The findings of this study indicated that teachers are not included in decision-making and policies are not followed when decisions are taken. It is evident from these findings that teacher inclusion only happens to window dress the situation but not in practice. Proper consultation, communication, post-management, and training remain the top challenges. The findings of this study aspire to assist school-leading structures to effect change in their decision-making practices. Devotion and effort from all stakeholders including district assistance is needed for change to be achieved.