Teachers’ Role in School Decision-Making Process: A Case Study of Teachers and School Leaders Perceptions in Rwanda Public Secondary School

Abstract

The significance of decision-making in educational institutions is widely acknowledged as a pivotal element in school leadership and administration. The school decision-making process involves selecting and determining crucial concerns that benefit the school’s and its constituents’ overall welfare in Rwanda. All secondary public schools in Rwanda’s community are expected to participate actively in this process. This research examines the role and contributions of teachers in the decision-making process and their level of engagement. It also investigates their lived or felt experiences while executing school choices in which they were not involved. A semi-structured interview was conducted with 8 teachers and 2 school principals from 2 public secondary schools in Rwanda. It was concluded that in the context of Rwanda’s school teachers’ extended invitations to engage in the processes and conversations around school decision-making, their actual desire or willingness to participate needs to be higher, suggesting a limited degree of engagement. The promotion of collaboration and collectivism is enhanced among the school community members. It plays a significant part in augmenting instructors’ work happiness and motivation. Nevertheless, instructors argue that following instructions without engaging in decision-making may lead to inflexibility and difficulties. They emphasize the need to integrate teachers’ perspectives into every decision made by school management.