Contribution of Participative Decision-Making Style on Teachers’ Professional Performance in Mbeere South Sub-County Public Secondary Schools

Abstract

Decision-making styles are key significant factors in respect to the professional performance of employees in any organisation, a school not being an exception. This study investigated the contribution of participative style of decision making to teacher professional performance in Mbeere-south sub-county public secondary schools. The objective that guided this study was: to establish the contributions of participative decision making style on the professional performance of teachers in Mbeere south sub-county. It was guided by Fred Fiedler’s contingency theory of management and conducted in Mbeere south sub-county. Two hundred and forty seven teachers were sampled using Taro Yamane formula from a target population of six hundred and twenty nine teachers and eleven principals were equally sampled randomly from a target population of fifty four principals. Questionnaires and interview schedules were used to collect data from the teachers and principals respectively. Descriptive survey research design was used to conduct this research. The study established that participative style was marginally embraced by principals in the study area. However, the style was found to have high levels of influence on the teachers’ professional performance.