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Participation in Decision Making and Teachers' Commitment: A Comparative

Study between Public and Private Secondary Schools in Arusha Municipality,
Tanzania

Article  in  American Journal of Educational Research · August 2017

DOI: 10.12691/education-5-7-17

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American Journal of Educational Research, 2017, Vol. 5, No. 7, 801-807
Available online at http://pubs.sciepub.com/education/5/7/17
©Science and Education Publishing
DOI:10.12691/education-5-7-17

Participation in Decision Making and Teachers’

Commitment: A Comparative Study between
Public and Private Secondary Schools
in Arusha Municipality, Tanzania
Baraka Manjale Ngussa1,*, Luicensi Gabriel2
1
Senior Lecturer of Curriculum and Teaching, University of Arusha, Tanzania
2
Ward Educational Officer, Arusha District Council, Tanzania
*Corresponding author: [email protected]

Abstract This study sought to find out about participation in decision making and teachers’ commitment among
secondary schools in Arusha city. It employed descriptive comparative design. A total of 159 teachers filled the
questionnaires whose reliability was established through pilot study before actual data collection (See appendices).
The study concluded that there is significant relationship between participation in decision-making and teachers’
commitment. Teachers are committed to the success of their schools and they are emotionally attached to their career.
However, teachers’ commitment and participation in decision-making was higher in private schools than in public
schools. Based on findings, it is recommended that school authorities should maximize participation in decision
making in order to raise teachers’ commitment.
Keywords: participation, commitment, decision, secondary schools, Arusha, Tanzania
Cite This Article: Baraka Manjale Ngussa, and Luicensi Gabriel, “Participation in Decision Making and
Teachers’ Commitment: A Comparative Study between Public and Private Secondary Schools in Arusha
Municipality, Tanzania.” American Journal of Educational Research, vol. 5, no. 7 (2017): 801-807.
doi: 10.12691/education-5-7-17.

are committed, when they will be able to combine their

efforts to see to it that schools operate effectively and in
1. Introduction that way learning performance will be maximized. This is
supported by Swarnalatha [21] who argues that committed
Participation in decision making and teachers’ teachers strive more for better students’ performance.
commitment are two sides of the same coin. They are According to Sen [18], teachers’ participation in
important ingredients for proper functioning of decision-making helps the school administration to
organizations, including institutions of learning and achieve organizational objectives. According to Ojwuku
secondary schools, particularly. Due to global competition, [13], tteachers' getting together to make decisions can
institutions are interested in organizational development bring about school transformation and positive changes.
and professional growth of employees through active While there are many factors that can contribute to
participation in decision making and employees’ employees’ commitment in the organizations,
commitment. While this is true in different types of participation in decision making is a factor that cannot be
organizations, it is also applicable in the institutions of ignored. It is in the light of this fact that this study sought
learning. A range of authors have expressed the to investigate on participation in decision making and
significance of both participative decision making and teachers’ commitment among secondary schools in
employees’ commitment. According to Sull [20], for Arusha Municipality.
instance, commitment refers to any action taken in the The study was guided by the following research
present that aims at positive future course of action in a questions: (1) What is the level of teachers’ participation
given organization. According to Robinson [16], in decision-making among secondary school in Arusha
commitment is a feeling of obligation or emotional Municipality? (2) Is there significant difference in the
attachment to the job. Organizational commitment is level of teachers’ participation in decision-making
further described as a strong belief in and acceptance of between Public and Private Secondary Schools in Arusha
the organization’s goals and values. It depicts willingness Municipality? (3) What is the level of teachers’
to exert considerable effort on behalf of the organization commitment among secondary school teachers in Arusha
and strong desire to attain organizational goals. Municipality? (4) Is there significant difference in the
Employee commitment is very essential in secondary level of teachers’ Commitment between Public and
school settings. This is because it is only when teachers Private Secondary Schools in Arusha Municipality? (5) Is
802 American Journal of Educational Research

there significant relationship between participation in increase the rate of information circulation across the
decision-making and teachers’ commitment? organization.
Participation in decision-making gives teachers the
opportunity to voice their opinions, and to share their
2. Review of Related Literature and knowledge with both school administrators and fellow
Studies teachers. While this improves the relationship between
school leaders and teachers, it also encourages a strong
sense of teamwork among teachers. According to
Review of related literature and studies was organized
Omobude [14], participation in decision-making is a good
into two major sections namely teachers’ participation in
way for school administrators to gather information about
decision making and teachers’ commitment. .
the teachers as to how they work and where training may
be necessary, both of which leading to an increased
2.1. Teachers’ Participation in Decision- effectiveness and ultimately good teamwork and
Making performance. The findings of Muindi [11] in Kenya
indicate a significant strong and positive correlation to
Participation in decision making is of prime importance exist between job satisfaction and participation in
for effective school management. But teachers, in most decision-making. Since job satisfaction is important for
cases, have been excluded in the process of decision teaching effectiveness, participation in decision-making
making. This is revealed by Muindi [10] who conducted a becomes an important factor for school effectiveness.
research in Kenya and came up with findings that Wainaina [23] conducted a research about effect of
decision-making on school staffing, curriculum and teachers’ participation in decision making on the
resource allocation had been made by school principals or organizational commitment amongst academic staff in the
selected members of administrative managerial teams. The private and public universities in Kenya and found that
study also established that in most cases, teachers were decisions made in consultation with teachers are more
usually excluded by school administrators in the process effective. Particularly, those teachers who are involved in
of decision-making. Contrary to this trend, researchers decision-making are better equipped to implement such
have indicated significance of teachers’ participation in decisions. Similarly, the study of Omobude [14] revealed
decision making. Sen [18] for instance, contends that that private school teachers participate more in
teachers’ participation in decision-making helps the decision-making than public school teachers. Teachers in
school administration to achieve organizational objectives. private schools are given more involvement in the
Njideka [12] recommended that managers should increase decision-making.
the frequency and level of teachers’ participation in Moshet [9] conducted a research about teacher participation
decision-making because they are the ones carrying out in school decision-making and job satisfaction as
the main operative work and they are in the better position correlates of organizational commitment in senior schools
to know what goes on in school operations. in Botswana and found that allowing teacher participation
According to Murphy, David and Brown as cited in in decision-making results into a more satisfied teacher
Keung [3], teachers’ participation in decision-making with greater commitment to organizational goals.
improves job satisfaction and commitment, which are
positive indicators for effective management. While there 2.2. Teachers’ Commitment
are many areas in which teachers can be involved in
decision making, schools can particularly encourage and Organizational commitment involves people’s feelings
open avenues for teachers to participate in activities about the organizations for which they work and the
outside the classroom such as textbook selection, degree to which they identify with the organizations that
curriculum development, learning assessment, student employ them. Those committed to their work have
placement, personnel staffing and professional development intrinsic drives and aspiration toward higher output [8].
[6]. This is because teachers who participate in The importance of teachers’ commitment is brought to
decision-making are expected to make more sincere view by the fact that committed teachers strive more for
efforts to implement those decisions [13]. Through better students’ performance [21]. A committed individual
collaborative decision making approach, teachers benefit usually will have a sense of responsibility, involvement,
from one another's experiences and enhance their teaching loyalty and ownership towards something [15]. A series of
effectiveness by offering constructive suggestions and studies have been consulted to throw light on the essence
appropriate feedbacks to each other. Teachers' getting of teachers’ commitment. Brown [1], for instance,
together to make decisions can bring about school concluded that teachers’ commitment and loyalty are
transformation and positive changes. central features for better performance.
According to Wadesango [22], teachers need the Studies indicate variation in commitment between those
opportunity and space to participate in decision-making at of public and private secondary schools. Particularly,
a level that satisfies their needs. This is because those who teachers in private schools are more committed than
participate in the decisions of the organization, feel like teachers in public schools. Similarly, Khan [4], for
they are a part of a team with a common goal, and find instance, conducted research about Organizational
their sense of self-esteem and creative fulfillment Commitment among Public and Private School Teachers
heightened. Therefore, teacher participation approach can in India to determine their overall organizational
be used as a tool to enhance relationships in the commitment. The findings indicate that private school
organization, to increase employee work incentives and to teachers are more committed as compared to public school
 American Journal of Educational Research 803

teachers. Shabbir [19] conducted a similar study and his Reliability of the questionnaire was established through a
findings indicate that private school teachers are more pilot study whereby 36 teachers from one secondary
committed to their work and spend more time in teaching school, in Arusha city participated by filling the
activities whereas in public sector schools, absenteeism questionnaire. Questionnaire responses were coded into
and lateness trends are found in teachers. Private school’s the statistical package for social sciences program and
teachers plan and practice more teaching activities such as Cronbach’s Alpha was used to measure reliability of
lesson planning, usage of instruction materials, homework individual items in the questionnaire. The cut off point for
routine, regular assessment, arrangement of class tests and reliability was set to be 0.6 Cronbach’s Alpha. The
reviews as compared to public schools teachers. According to Cronbach’s Alpha ranged between 0.616 and 0.819,
Zubair [25], organizational commitment has positive influence meaning that the questionnaire was reliable.
on teachers’ creativity. Sagvandy and Omidian [17] showed
that involvement in managerial and curricular decisions
was associated with job satisfaction, and involvement in 4. Presentation, Analysis, Interpretation
curricular decisions was associated with commitment. and Discussion
This section presents, analyzes and interprets findings
3. Research Methodology of the study about a correlation between teachers’
participation and teachers’ commitment in secondary
This study employed descriptive comparative research schools under investigation.
design. Williams [24] assert that the descriptive research Analysis of data was done according to research
approach is a basic research method that examines the questions. There were five research questions which
situation as it exists in its current state. Descriptive guided this study. Both inferential and descriptive
research involves identification of attributes of a particular statistics were used to analyze data. Descriptive statistics
phenomenon based on an observational basis, or the was used to determine mean scores and standard deviation
exploration of correlation between two or more of responses under the following interpretation: 3.50-4.00
phenomena. This design was appropriate to the study = Strongly Agree, 2.50-3.49 = Agree, 1.50-2.49 =
because it is based on surveying and finding facts by Disagree and 1.00-1.49 = Strongly Disagree. Inferential
inquiry for the purpose of describing the correlation statistics was used to test hypotheses that germinated from
between participation in decision-making and teachers’ the research questions.
commitment. In this study the population was teachers 1. What is the level of teachers’ participation in decision-
from 17 private schools and 26 public secondary schools. making among secondary school teachers in Arusha
The sample of the study was selected by using systematic Municipality?
randomly sampling. The researcher took 25% of teachers This research question called for establishment whether
from public schools and 50% of teachers from private teachers participate in decision making. In order to answer
schools because number of teachers in public schools was this question, there were 10 items which teachers were
greater than those in private schools. A total of 159 needed to respond to as seen in Table 1. The mean score
teachers including 87 from public schools and 52 from of respondents in all items ranged between 2.50 and 3.49
private schools were selected as sample space to fill the meaning they agreed to all statements. Particularly,
questionnaires. Teachers who filled the questionnaire and respondents agreed that School leaders are available to
returned to the researcher were 136 where as 52 were them when they have questions or need help (M=3.0074,
males equal to 38.2% and 84 were females equal to 61.8%. SD=.67466), teachers regularly share and exchange ideas
These respondents were of different types in terms of with school administration (M=2.9926, SD=64974,
gender and type of school. Respondents were also teachers are given control over their work by school
categorized according to nature of school whereby leaders (M=2.9776, SD=.71458), school leaders accept
majority of them were from public schools (56.6%) while teachers as valuable partners in making decisions
those from private schools were 43.4%. (M=2.9632, SD= 70352) and teachers are involved in
For validity, the researcher ensured that objectives of important decisions that affect them (M=2.9559,
the study were clearly defined and operationalized. SD=.76853).
Table 1. Participation of Teachers in Decision-making

SN Item Mean STD. Dev Interpretation

1. School leaders are available to me when I have questions or need help 3.0074 .67466 Agree
2. Teachers regularly share and exchange ideas with school administration 2.9926 .64974 Agree
3. Teachers are given control over their work by school leaders 2.9779 .71458 Agree
4. School leaders accept employees as valuable partners in making decision 2.9632 .70352 Agree
5. Teachers are involved in important decisions that affect them 2.9559 .76853 Agree
6. School administration consults teachers before decisions are made 2.9179 .73626 Agree
7. I am satisfied with the level of teachers’ involvement in decision making 2.911 .7577 Agree
8. Teacher’s opinions are always taken into consideration by school leaders 2.8750 .74473 Agree
9. School leaders are willing to share decision-making power with teachers 2.8382 .70154 Agree
10. Teachers are involved in formulating school’s policies. 2.8296 .75844 Agree
804 American Journal of Educational Research

These findings are worth noting because participation difference in the level of participation in decision-making
in decision making is an important factor for effective by teachers categorized according to nature of their
functioning of the school. This is supported by the study schools, particularly public and private schools. This
findings of Kumbi [5] who conducted research about research question called for testing of a null hypothesis
teachers’ participation in school decision-making in which states: Ho1: there is no significant difference in the
secondary schools of Arsi Zone and found that absence of level of teachers’ participation in decision-making
participatory school leadership, lack of trust between between Public and Private Secondary Schools in Arusha
teachers and principals, lack of training and support, lack City.
of commitment, and absence of motivation were some of This hypothesis was tested through independent sample
the factors that were found to have impeded teachers’ t-test as reflected in Table 2 and Table 3 in order to
participation in school decision-making. determine the difference, if any. As Table 2 indicates,
Respondents also agreed that school administration teachers from private secondary schools had higher mean
consults teachers before decisions are made (M=2.9179, score (M=3.1331, SD= .47729) in decision-making
SD= .73626), they are satisfied with the level of teachers’ participation as compared to teachers from public
involvement in decision-making (M=2.911, SD=.7577, secondary schools who had the mean score of 2.7678.
their opinions are always taken into consideration by The Sig of 0.00 in Table 3, which is greater than the
school leaders (M= 2.8750, SD=.74473), school leaders critical value (p=0.05) suggests that the mean score
are willing to share decision-making power with teachers difference is significant, thus, we come to a conclusion
(M=2.8382, SD= 70154) and that teachers are involved in that there is a significant difference in teachers participation
formulating school’s policies (M=2.8296, SD=.75844). in decision-making between public and private secondary
These findings show teachers agree that there is schools. Teachers in private schools are more involved in
participation in decision-making in Arusha City decision-making than teachers from public schools. Thus,
Secondary Schools. Most of the respondents agreed that the null hypothesis that there is no significant difference in
School leaders are available when they are needed for help. the level of teachers’ participation in decision-making
This can be seen in item number one (M= 3.0074, between Public and Private Secondary Schools in Arusha
SD=.67466). School leaders must ensure maximum City is rejected. These findings are further supported by
involvement of teachers in decision-making so as to the findings of Najjar [11] who assert that teachers in
ensure maximum outcome. Level of participation in public schools consider themselves less concerned about
decision-making for the teachers under investigation is the schools decisions and appear to feel less responsible
therefore appropriate. for such decisions. In private schools social collaboration
When teachers are involved in making decisions, they is the dominant feature and is very well established as a
gain a professional and personal stake in the organization tool to reach destination.
and its overall success. 3. What is the level of teachers’ commitment among
2. Is there significant difference in the level of teachers’ secondary school teachers in Arusha Municipality?
participation in decision-making between Public and In order to answer this question, there were 10 items
Private Secondary Schools in Arusha Municipality? which respondents were needed to respond to as seen in
The second research question sought to establish Table 4.
Table 2. Group Statistics for Participation in Decision-making
Type of School N Mean Std. Deviation Std. Error Mean
Public 77 2.7678 .33514 .03819
PARTICIPATION
Private 59 3.1331 .47729 .06214

Table 3. Independent sample T-test for Teachers’ Participation

Levene's Test for
t-test for Equality of Means
Equality of Variances
95% Confidence
Sig. (2- Mean Std. Error Interval of the
F Sig. t df
tailed) Difference Difference Difference
Lower Upper
Equal variances
13.756 .000 -5.241 134 .000 -.36532 .06971 -.50319 -.22746
assumed
PARTICIPATION
Equal variances
-5.009 99.287 .000 -.36532 .07294 -.51004 -.22061
not assumed

Table 4. Commitment of Teachers

SN Item Mean STD. Dev Interpretation
1. Teachers are accountable for their works 3.0809 .69979 Agree
2. School administrators exercise loyalty in the school 3.0368 .66006 Agree
3. Teachers are committed to the success of this school 2.9925 .61920 Agree
4. Teachers are productive in their activities 2.9704 .65723 Agree
5. Teachers are emotionally attached in their career 2.9104 .69868 Agree
6. Teachers feel moral obligation to remain in this school 2.9030 .83953 Agree
7. Teachers efforts are valued in this school 2.8741 .72719 Agree
8. School environment convincing teachers to perform better 2.8712 .81405 Agree
9. Teachers expectation are compatible with the school’s goals and policies 2.8626 .74176 Agree
10. School administrators are aware of the needs of their teachers 2.8358 .74787 Agree
 American Journal of Educational Research 805

The mean score of respondents to all items ranged one that puts students’ learning and interests above
between 2.50 and 3.49 meaning that they agreed to all everything else.
statements. Particularly, respondents agreed that teachers 4. Is there significant difference in the level of teachers’
are accountable for their works (M=3.0809, SD=.69979), Commitment between Public and Private Secondary
school administrators exercise loyalty in the schools Schools in Arusha Municipality?
(M=3.0368, SD=.66006), teachers are committed to the The fourth research question sought to establish difference
success of their schools (M=2.9925, SD=.61920), teachers in the commitment of teachers categorized according to
are productive in their activities (M=2.9704, SD=.65723) nature of their schools, particularly public and private
and they are emotionally attached to their career schools. This research question called for testing of a null
(M=2.9104, SD=.69868). The findings of Mart [7] who hypothesis which states: Ho1: there is no significant
conducted a similar research about tteachers’ Commitment difference in the level of teachers’ commitment between
and Dedication to Student Learning in Erbil-Iraq found Public and Private Secondary Schools in Arusha City.
that factors that decide teachers’ commitment and This hypothesis was tested through independent sample
dedication degree are: interaction between teachers, t-test as reflected in Table 5 and Table 6 in order to
teacher-student relationship, the quality of the work determine the difference, if any.
teachers do at school, the compatibility of school As it can be seen in Table 5 the mean score of teachers
administration. Teachers who have commitment to school from private schools is higher (3.1637, SD=.40697) than
display such attitudes as: being proud of the school he that of teachers from public schools (M=2.7541,
works for, evoking a desire to work harder, being SD=.37787) meaning commitment of teachers from
interested in the future of the school. Furthermore, private schools is comparatively higher than that of
teachers agreed that they feel moral obligation to remain teachers from public schools. The Sig of .000 in Table 6
in their schools (M=2.9030, SD=.83953), their efforts are further suggests that the mean score difference is
valued in the schools (M=2.8741, SD=.72719), school significant and therefore we reject the null hypothesis and
environment convinces teachers to perform better maintain that there is a significant difference in the level
(M=2.8712, SD=.81405), teachers’ expectations are of teachers’ commitment between Public and Private
compatible with school goals and policies (M=2.8626, Secondary Schools in Arusha City.
SD=.74176) and that school administrators are aware of 5. Is there significant relationship between participation
the needs of their teachers (M=2.8358, SD=.74787). in decision-making and teachers’ commitment?
These findings shows that teachers in Arusha city are The fifth research question sought to establish relationship
committed to their work as the lowest score is (M=28358, between the independent variable namely participation in
SD=24787) and the highest (M=30809, SD=69979) which decision-making and the dependent variable namely
range within the agreement zone. Teachers who are teachers’ commitment. This research question called for
committed to their students and feel responsible for their testing of a null hypothesis which states:
learning show a strong sense of efficacy. This is supported Ho1: there is no significant relationship between
by the study findings of Frenette and Ching [2] who participation in decision-making and teachers’
conducted a research in Canada about Academic commitment.
Outcomes of Public and Private High School Students and This hypothesis was tested through Pearson Product
found that a teacher who is truly committed to students is Moment Correlational Coefficient as reflected in Table 7.
Table 5. Group Statistics for Teachers’ Commitment
Type of School N Mean Std. Deviation Std. Error Mean
Public 77 2.7541 .37787 .04306
COMMITMENT
Private 59 3.1637 .40697 .05298

Table 6. Independent Sample t-test for teachers’ commitment

Levene's Test for
t-test for Equality of Means
Equality of Variances
95% Confidence
Sig. (2- Mean Std. Error Interval of the
F Sig. t df
tailed) Difference Difference Difference
Lower Upper
Equal variances
5.699 .018 -6.058 134 .000 -.40958 .06760 -.54329 -.27587
assumed
COMMITMENT
Equal variances not
-5.999 119.979 .000 -.40958 .06828 -.54476 -.27440
assumed

Table 7. Correlations between participation in Decisions and Commitment

PARTICIPATION COMMITMENT
Pearson Correlation 1 .556**
PARTICIPATION Sig. (2-tailed) .000
N 136 136
Pearson Correlation .556** 1
COMMITMENT Sig. (2-tailed) .000
N 136 136
**. Correlation is significant at the 0.01 level (2-tailed)..
806 American Journal of Educational Research

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 American Journal of Educational Research 807

Appendix: RELIABILTY ANALYSIS

PARTICIPATION IN DECISION-MAKING

Reliability Statistics
Cronbach's Alpha N of Items
.819 10

Item-Total Statistics
Scale Mean if Scale Variance Corrected Item- Cronbach's Alpha
Item Deleted if Item Deleted Total Correlation if Item Deleted
School leaders are willing to share decision-making power with
25.7429 12.550 .631 .788
teachers
School leaders accept employees as valuable partners in making
25.7429 12.432 .730 .780
decision
Teachers are involved in important decisions that affect them 25.7429 12.197 .660 .784
Teachers regularly share and exchange ideas with school
25.7143 13.210 .491 .803
administration
School leaders are available to me when I have questions or need help 25.6571 13.879 .293 .824
School administration consults teachers before decisions are made 25.9143 12.316 .592 .792
I am satisfied with the level of teachers’ involvement in decision-
25.8571 13.303 .483 .804
making
Teachers’ opinions are always taken into consideration by school
25.6286 13.829 .408 .811
leaders
Teachers are given control over their work by school leaders 25.6000 13.365 .369 .817
Teachers are involved in formulating school’s policies 26.0571 13.232 .404 .813

COMMITMENT OF TEACHERS

Reliability Statistics
Cronbach's Alpha N of Items
.616 10

Item-Total Statistics
Scale Mean if Scale Variance if Corrected Item- Cronbach's Alpha
Item Deleted Item Deleted Total Correlation if Item Deleted
Teachers are committed to the success of this school 25.3235 4.710 .232 .604
Teachers are productive in their activities 25.3235 4.650 .326 .583
Teachers are emotionally attached in their career 25.4118 4.371 .543 .540
Teachers feel moral obligation to remain in this school 25.6471 4.599 .350 .577
Teachers are accountable for their works 25.5882 4.613 .305 .587
School administrators exercise loyalty in the school 25.5294 4.620 .344 .579
Teachers efforts are valued in this school 25.4118 5.219 .109 .622
School administrators are aware with the needs of their teachers 25.6765 4.771 .193 .614
School environment convincing teachers to perform better 25.6471 4.296 .365 .570
Teachers expectation are compatible with the school’s goals and
25.6176 4.668 .171 .626
policies

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