Please use this identifier to cite or link to this item: https://bspace.buid.ac.ae1234/187
Title: The Impact of Teacher Inclusion in Decision-Making on School Performance
Authors: Mohamed, Nagy Fathy
Keywords: teacher inclusion
decision-making
school performance
autocratic administrators
inclusive administrators
educational reform
school performance
job satisfaction
teacher involvement
Issue Date: Dec-2011
Publisher: The British University in Dubai (BUiD)
Abstract: Much as the corporate world has realized that the input of valued employees can greatly benefit a company, the educational landscape is also shifting from autocratic administrators making unilateral decisions to inclusive administrators who are allowing teachers to participate in the daily functions and policy-making procedures to benefit the school. Directly involving teachers in the decision-making process has many positive impacts on both the school and the teachers, which are then reflected in the attitudes of the students.Therefore school systems must be reformed and restructured to activate the role of the teachers by giving them more authority and giving them constructive roles in addition to their teaching mission to make them active members in the decision-making community. In turn, teacher participation needs to be meaningful and should effectively improve their skills and abilities. The literature supports the active involvement of teachers in the decision-making process by presenting the multiple benefits of active teacher involvement, which include increased job satisfaction, improved student and school performance, and a much healthier school culture. The case study at the heart of this thesis compared the effect that two principals, with two opposing management styles, had on a school’s culture, students’ performance and the school’s performance. Both qualitative and quantitative methods of research were used in this case study to reach the final conclusions and resulting recommendations. Rather than using a single-method approach, which would limit the findings and data sources, the dual-method approach gives a much more holistic view of the many issues directly related to teacher involvement and administrative inclusion. The collected data and the analysis provided by the researcher present clear evidence that teacher input has a tremendous impact on students’ academic achievement and the overall school environment as well. The teacher is one of the most important factors that directly impacts the quality of education in a school and the school’s progress. The research asserts that the teachers’ performance is directly proportional to the school performance and the results proved that involving teachers in school decision-making processes has a positive, lasting impact on school performance.
URI: http://bspace.buid.ac.ae/handle/1234/187
Appears in Collections:Dissertations for International Management and Policy (IMP)

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