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STUDENTS PARTICIPATION IN DECISION
-
MAKING IN WESLEY GRAMMAR
SCHOOL IN THE GREATER ACCRA REGION OF GHANA
Arthur
One of the major responsibilities shoulde
red by educational administrators is decision
-
making.
Everyday decisions are made at all levels of the school in order to solve problems and effect the
achievement of the goals and objectives of the school. Knezevich(1984) thus maintained that ‘’
decision
-
making is a choice rendering process that is common in all walks of life(p.42). It is
important therefore that administrators go about it with great care; give it much time and effort.
Current debate on educational reform includes many proposals to deviat
e from traditional
models of decision
-
making to those involving increased amounts of teacher and student
participation in making decisions and extending their involvement in overall decision in order
to make school policy and management more responsive to
societal needs.
However, observations made in organizational studies describe processes inconsistent with
this notion (March, & Olsen, 1976). There is the question as to whether the involvement
of students in decision
-
making is satisfactory to student
s and whether it really has some
impact on overall decision
making in the school. Reports of committees of enquiry into
students grievances in Ghana ( Twumasi, 1973) revealed that some school heads did
not involve students in the decision
making process
. Whereas administration may
assert that students are deeply involved in decision
-
making in the institution, students
may see it differently.
The main objective of this study is to examine students’ participation in school decision
-
making
in Wesley Grammar
High School in Dansoman in the Greater Accra Region of Ghana,
so that the challenges students encounter in taking part in decisions that bind them could
be identified and solved. Three research questions guided the study. The study
employed descriptive su
rvey. A sample size of 360 was selected. The questionnaire and
interview were designed to collect data. The questionnaire was first pilot
-
tested to
ensure its validity and reliability. Correlation co
-
efficient of .78 was obtained.
Descriptive statistics (
Statistical Product for service solution SPSS, version 16.0) was
used to analyze and present the data.
It was revealed that there were differences in perception between students and teachers with
regard to the extent to which school administration met and
discussed issued that
affected students. Both students and teachers agreed that housemaster’s housemistresses
held regular meetings with students on issues that affected the various houses of the
school. The study concluded that students and teachers diffe
r in their perception on
students’ involvement in decision making in schools. While students held that they were
not involved in the decision making process, teachers shared that students were
involved. Based on the outcome of the study, it was recommended
that appropriate
channels of communication should be created by school authorities and the parents
-
teacher
-
Association through which students can channel their views and opinions to
authorities.