RELATIONSHIP BETWEEN ACADEMIC DECISION MAKING PRACTICES OF SCHOOL HEADS AND TEACHERS’ MORALE AT SECONDARY LEVEL

Abstract

The current study focuses on the relationship between Academic Decision Making Practices of School Heads and Teachers’ Morale at Secondary Level. Survey research design was used. Gay's (2003) recommendations, which suggest a 20% sample for populations up to 1763, were followed in determining the sample size. In order to ensure statistical power and reliability, the final sample consisted of 349 teachers (211 male and 138 female). The researcher employed a self-developed questionnaire based of Five point Likert scale. Experts validated each item of the tool. The instrument's total Cronbach's Alpha was 0.841, indicating strong reliability (Academic Decision Making Practices: 0.835; Teacher Morale: 0.843). Pearson product moment correlation used as inferential statistics.  The study concluded that there is a significant positive association between the academic decision-making practices used by the school heads and teacher morale. The result shows that moderate positive association was found between the two variables, showing that when school heads effectively manage academic decisions and involve teachers in instruction planning and problem-solving, the morale of teachers tends to increase. The study recommended that school heads should adopt participatory and collaborative academic decision practices in order to enhance the teacher morale, involve teachers in decision-making practices, academic planning, and problem-solving processes that can increase their sense of ownership and motivation.