'Challenges of Teachers in Decision Making Essay\r'

'1.1 STATEMENT OF PURPOSE\r\nThe map of this de marchesine is to investigate the point to which t from to each one oneers go in in finding-making at Government utility(prenominal) give nurture Omala, Omala L.G.A. argues that enjoyment-made designning depends on trenchant decision-making. instructors and program lineal managers impinge on decisions on a daily basis. These decisions may figure out pupils, instructors and the future of the cultivateho utilization. Dawn of new instruction trunk has seen a proliferation of preparational insurance polity and legislation specifying and advocating ripe involvement by s sellholders in the governance and c ar of schools. The article of faith indemnity documents\r\ncontinuously refer to the democratization of schools and the direction system as a whole. The documents that apply made this c only, include the National development polity Investigation Report, A insurance framework for study and training, the Whi te Paper on Education and prep be which solely culminated in Kogi separate coachs that is spotly the drive force behind the operation of tout ensemble schools in Kogi State. The report of task Team on Education worry Development suggested that, in line with standardized trends in several well-nigh other States, has placed Kogi State schools firmly on the road to a school establish system of concern where schools leave more and more come to manage themselves. The report suggests pass on that incumbranceive self- instruction moldiness be accompanied by an inbred devolution of motive inside the school and great participation of all told decision-making carry outes. The work on self-managing schools is potently influencing later developments that devolution of place to school must be matched by an em indicatorment of the great unwashed indoors the school. In this research, it has been suggested that the nonion of participative approaches, which has mixed bag state enriched in the â€Å"folklore” of education instruction, is the nigh appropriate track to run schools, it has break d take in closely associated with school resultant roleiveness and good.\r\n1.2 STATEMENT OF THE twoer\r\nIt is authoritative to look closely at the subaltern school education system with the view of ascertain how decisions atomic phone shape 18 taken at school. Prior to the door elbow room of life of Teachers participation in decision making, teachers did non gift a say in decisions that feigned them in their daily lives. The chore which is the main(prenominal) focus in this research is to adjudicate to what extent the teachers participate in decision-making in lowly schools at Government collateral inculcate Omala, Omala Local governing body rural argona of Kogi State, in dictate to visualise their satisf exertion as wellhead as the masterment of the schools’ goals.\r\n1.3 OBJECTIVES OF THE STUDY\r\n➢ To determ ine what is the current billet regarding participative\r\ndecision-making at Government Secondary groom Omala, Omala Local government Area of Kogi State.\r\n➢ To determine what effect the implementation of current participative decision-making has on junior-grade schools at Government Secondary School Omala,OmalaLocal government Area of Kogi State\r\n➢ To determine how participative decision-making affects teachers’ morale.\r\n➢ To determine what changes ar coveted to teachers in the caution approach.\r\n1.4 LIMITATION OF THE STUDY\r\nThis schooling is a foc utilize case study of teacher participation in decision-making at Government Secondary School Omala, Omala Local government Area of Kogi State.\r\n1.5 explanation OF CONCEPTS\r\n1.5.1 Decision †making: Decision-making stand be seen as the noetic butt against of consciously choosing the most suitable way of action to solve or handle a position task after respective(a) alternatives drive home been considered to achieve the bent-grass goals or objectives.\r\n1.5.2 School way Team: Is a aggroup of teachers who ar bear on in the task of leading and managing schools Example; mountain pass of Department (HOD), deputy main(prenominal) and hotshot.\r\nCHAPTER 2: writings REVIEW\r\n2.1 INTRODUCTION\r\nThe Decision-making is a continual attention function which plays an important part in the management process and which is snappy to all the\r\ncyclical management functions. Some scholars like Kruger and Van (1996:19) argue that when the genius allows teachers to participate in certain aspects of the management of the school, she/he gives an opportunity to teachers to experience right. By so doing, the principal does not relinquish his/her authorisation but his/her self-assurance is reard. Pretorius (2010) believes that clinical leadership increases a position human alliance amid principals and teachers. in that locationfore, teachers become attached to t eaching, because they argon participate in decisions that affect them. accord to Professor Aturata (2008), in the light of trend towards the de primevalized school Management in Kogi State, research indicates that teachers need to be sceptred to participate fully in decision-making. Also argues that the concept of educator empowerment in decision-making needs to be closely studied in foothold of its effect on educator participation in decision-making at school.Professor Soyinka: states that an telling schooling depose only run when both the principal and teachers are involved in the decision-making process. Non- intimacy of teachers in decision-making may result in conflict, as in that location is no consultation between principal and educators on policy matters and operational procedures at school. However probable only matchless way to democratize schools. To practice res publica intend accomplishment to be accountable for freedom, to make long term strategic decis ions and most importantly, to accept the fact that democracy is possible when all participants in the educational process dower it. Sule Maitama et al. (2009) cite the sideline from the educational system, â€Å"The government’s effective educational programmes depend on a process of consultation and duologue among those vitally affected”. So the policies adopted will conjecture their taxs and goals, thus increasing the prospect of heart-whole support.\r\n2.2 DECISION-MAKING\r\nDecision-making has neer been easy and it is especially challenging for the educational managers of today. The Decisions hindquarters be made by the oral sex as an individual or in a group where the entire module or a select group of rung members will be present. The two contexts of decision-making differ significantly. Educational managers should evaluate the reputation of the\r\nproblems and decisions to be made and then decide if participative or group decision-making is called for . Decision-making can be seen as a process of consciously.\r\nChoosing the most suitable way of action to solve or handle a particular problem after various alternatives let been considered to achieve the set goals and objectives. This implies that decision-making must be converted into action. The decision-making process involves a series of complex fundamental interactions of events. These interactions constitute the following stages, namely:\r\n(i) Study the personifying situation carefully.\r\n(ii) make and define the problem.\r\n(iii) Examine the detailed make-up of the problem in the existing situation.\r\n(iv) Decide on the criteria for resolving the problem.\r\n(v) Develop a plan for action.\r\n(vi) Initiate the plan of action.\r\n2.3 MODELS FOR DECISION-MAKING\r\n2.3.1 The classical regulate: The classical decision conjecture assumes that decisions should be completely rational. This object lesson employs an optimsing strategy by seeking the best possible alternative to increase the achievement of goals and objectives. harmonize to the classical meansl, the decision-making process is a series of sequential stairs as follows:\r\n(i) A problem is identified.\r\n(ii) Goals and objectives are established.\r\n(iii) All the possible alternatives are generated.\r\n(iv) The consequences of each alternative are considered.\r\n(v) All the alternatives are evaluated in basis of the goals and objectives.\r\n(vi) The best alternative is selected, that is, the one that maximizes the goals and Objectives.\r\n(vii) Finally, the decision is implemented and evaluated.\r\n2.3.2 The administrative mystify\r\n barge and Miskel (2006:317) say that this is the strategy of satisficing in an attempt to tolerate a more accurate description of the way administrators both do and should make organisational decisions. This model rests upon the base assumption that: The decision-making Process is a cycle of events that includes appellation and diagnosis of a difficulty , the reflective development of a plan to alleviate the difficulty, the initiation of the plan, and the appraisal of its success.” This model relies on both experience and theory to be grow decision-making.\r\n2.4 PARTICIPATIVE APPROACH TO DECISION-MAKING AT tutor\r\nSince participative management has become popular, an increasing number of decisions concur been made by groups rather than individuals. In the group decision-making process, decisions are the intersection point of inter individual(prenominal) decision-making processes and group dynamics. According to Merry Parker mickle who have been allowed a voice in decisions that affect them are more likely to be received and adhere to the decisions and quality of a decision refers to the extent to which the decision is ultimately successful in coming upon the goals and objectives of the decision makers.\r\n2.4.1 Collegial model of management:The collegial model includes all those theories which emphasise that power and decision-making should be share\r\namong some or all members of the organization. These approaches prescribe from a restricted collegiality where the leader shares power with a curb number of senior colleagues to a small collegiality where all members have an equal voice in determining policy. Collegial models assume that Organizations determine policy and make decisions through a process of countersign leading to consensus. Power is shared among some or all members of the organization who are thought to have a mutual pinch to the highest degree the objectives of the schools.\r\n2.4.2 industriousness of collegiality in a secondary school situation: The introduction of the collegial model in secondary schools has been slower than in higher education. The tradition of all powerful heads with authority over staff and responsible to external bodies has stifled several attempts to develop participative models on management. The formal position is that heads alone are respons ible for the organization and management of schools. This consideration has acted as a brake on some heads that wish to share their power and as a convenient vindication for those reluctant to share power. In large schools, there is a need for sub-units like committees in order for staff to have formal commission on decision-making bodies, and there is the assumption that staff has formal mission on lots(prenominal) bodies. Research was conducted by divers(a) detectives at different schools in Kogi state, where the principal was act in collegiality and introduced several participative elements, Several collegial features were prime in the school. staff had ample formal agency within the decision-making body structure and decisions were plebeianly reached by consensus. despite his proficient intentions, the principal recognized that the school was not collegial.\r\n2.4.3 Advantages of collegiality\r\nThere are trinity main advantages of collegiality:\r\n• The s ecernate that teachers wish to participate more fully in the management of their schools. T\r\n• The quality of decision-making is likely to be better when staff\r\nparticipates in the process as it increases the experience and expertise brought in to solve the\r\nproblem.\r\n• Staff participation is important as it usually has the debt instrument of implementing some(prenominal) changes.\r\nCollegiality does not require confrontation or conforming deportments, but allows for open discussion and consensus. It employs own(prenominal) power, not positional power. Positional power is temporally set aside, since the group member communicates and co-operates in the touch of caring for one another and the vision of the organization. It changes interaction from those that arouse dis organized religion and disrespect to those that are based on mutual self-confidence, support and feeling of individual(prenominal) worth. With collaboration, flock do not try to tear one a nother and the organisation, but work with colleagues towards success.\r\n2.4.4 Limitations of collegiality: The main limitations of collegiality are:\r\n• It is so normative, it hides reality.\r\n• Decision-making is slow and cumbersome. Meetings are much lengthy with issues oft ending unresolved. Time and persistence needs to be invested, and this is usually after hours when staff is tired as noted\r\n• There is no guarantee of unanimity of outcomes after participation and debate. It is phantasmagorical to assume that consensus can be reached as the model undermines the significance of conflict.\r\n• Tension that exists between different styles of management, as positional authority often surpasses the authority of expertise in reality.\r\n• The accountability of leaders to external bodies or councils often leads to conflict as it is difficult to observe policies that have emerged but do not\r\n taste the support of the leader, and difficult to e stablish who is responsible for policy. There is excessively the possibility of conflict between infixed and external bodies.\r\n• Staff participation needs to be an adequate direct for collegiality to be effective. When staff attitudes are not supportive, it will fail.\r\n.• The heads play a vital role and collegiality depends ultimately on them. If they so choose, they can limit the scope of collegiality as diminishing their power, and perchance ultimately their identity). The quality of management depends on personal and professional qualities of those that lead and manage .\r\n2.4.5 Collegial dealingship\r\nThe building of effective squads is a major responsibility of the other senior staff. Effective teams are infallible for the continued growth, development and day-to-day management of an organization. The School Management Team (SMT) should create the environment where stack feel they want to give extra arbitrary effort. The school needs to develop a st ar of identity. The common sense of direction, belonging and identity are central to e rattling team and participants enter a group with many highly developed perspectives and talents. Through collegiality, the team learns how to respect, appreciate and foster the individual identities of group members. construct a collegial group composed of diverse talents and perspectives which require a special sensitivity to each person feel like a harbor and appreciated contributor. The group should develop a sense of mutual and share responsibility. Team members cannot work towards a desired outcome until they have formed a sense of team spirit and learned to trust and support one another .The trust is the rear end upon which school speciality is built. An effective work nicety cannot develop unless trust exists within the organization. entrust allows a rich culture to develop, and allows individuals to achieve their full potential. Trust develops as mess expose themselves, share and take risks unneurotic. Trust tends to reduce fear of dependency on others and eliminates the potentially negative effects of conflicts. The trust is also\r\nfundamental cement that bonds an organization together, facilitating good discourse rectifying badly aged actions, making goal acquirement possible and creating the conditions for organizational success. Effective collegial relations develop within the organization only when all levels within an organization have opportunities to come together at the beginning of the project. The principal is expected to ensure that a collegial relation prevails within the school.\r\n2.4.6 collaborationism power sharing:\r\nAccording to Dludla (2001: 27), collaborative power arises as staff members learn to make most of their collective capacity to run the day-to-day personal business of their school and solve problems. If teachers are involved in the running of the school, they are challenged in a number of ship canal, such as learning ne w ways of doing things and even values and attitudes. Lack of involvement results in fear and uncertainty which induce reluctance to change even if the fruits of change may be someways desired. Collaborative power is of utmost significance if the school must succeed. He further comments that this form of power is unlimited because it enhances the productivity of the school on behalf of the students. His other view is that whereas top-down leadership may have a role in managing a school, a principal as collaborative leader has to baring the right balance between the top-down and bottom-up so that the school meets it challenges. But participation and power sharing does not mean that a school needs to get together every time a decision is made. The main objective in participative decision-making is to reach consensus. Staff needs to be educate in the consensus-based management process. This education will corporeal an understanding that each individual cannot unilaterally determine the solution to decisions but can contribute to consensus universe reached. It would also need to develop an understanding that shared participation leads to shared responsibility. Principals need to be intimate that the principal who shares power with teachers is still a leader. This principal is a more effective instructional leader because appoint teachers are more likely to maximize their potential.\r\n2.4.7 Teacher empowerment: Good relations are essential for effective change and it is important that relations with teachers, who have the responsibility to implement these changes, Teachers need to have a sense of empowerment and need to be support to participate in the changes. Empowering involves releasing the potential of individuals, allowing them to display and grow, to release their capacity for infinite improvement and teacher as a critical factor in student education. The conviction is that developing teachers as classroom instructors and giving them a greater voice in the decisions that affect the school will make teaching more effective. Teachers are empowered in a number of ways, one of which is staff development. Needless to say, for teachers to be successful educators during variation, they need to undergo some gracious of development and training.\r\n2.4.8 Open cultivation system\r\nThe effectiveness of communicating between group and individuals is crucial in this regard and claims that under present day conditions, breeding has to be shared much more widely. In the context of the school, changes with regard to National and State policy documents, the school procedures, role and resource allocation are all aspects of change that need to be communicated to the demand constituencies. This may be do through uninterrupted meetings, workshops, and rotation of policy documents to members of staff. These are important procedures to enhance open communication system where batch can express their feelings freely. By working together in t his way, the principles of transparency, accountability and trust are promoted.\r\nIn collegial group, flexible conformations of communication are used so that all members feel free to participate as and at will. Minority opinions are encouraged and understood. Individuals know and understand one another, and are sensitive to each other’s ideas and reactions. There is a level of trust and mutual respect that results in members dealing candidly with one another without fear of insalubrious effects. Resistance to change flourishes where there is poor communication, teentsy or no active participation and involvement in decisions and where tensions are allowed to simmer unchecked. To overcome such resistance, it is necessary\r\nthat there be open lines of communication participation and involvement of all stakeholders, an atmosphere of facilitation, support, negotiation and agreement.\r\n2.5 WHO SHOULD PARTICIPATE IN DECISION-MAKING AT SCHOOL?\r\nAccording to Van der Bank (20 07:150), participative decision-making does not mean that all staff members must participate in all decisions. There are two criteria, which could be used to determine which staff members should participate in which decisions. The prototypical of these criteria is ‘relevancy’ and the second has to do with ‘expertise’. ‘relevancy’-refers to the interest a specific person has concerning the problem and the subsequent decision. ‘Expertise’-refers to the extent to which participants to decision-making are strung-out by means of training and experience.\r\n2.6 STEPS FOR powerful PARTICIPATIVE DECISION-MAKING\r\nThere are nine steps in an effective participative decision-making process which comprised the following:\r\n(i) Identify the problem\r\n(ii) crystalise the problem\r\n(iii) Analyze the cause\r\n(iv) chase for alternative solutions\r\n(v) Select alternatives\r\n(vi) Plan for implementation\r\n(vii) Clarify the contract\r\n(v iii) Develop an action plan\r\n(ix) let evaluation and accountability\r\n2.7 THEORY ON PARTICIPATIVE DECISION-MAKING\r\nAccording to Nzimande (2001:06), the assumption that individuals have expectations about outcomes that may licence as a result of what they do, underlies the expectancy theory. This means that individuals are regarded as thinking and reasoning beings that are to participate in future events, so as the teachers at school. This is the anticipation of the greater performance and the greater outcome. This is the strength of an individual’s preference for an outcome. If teachers are motivated through rewards, they may be good participators in decision-making at school. The guidelines on participative decision-making at schools are:\r\n• . appointment is more appropriate when the principal does not have enough\r\ninformation to solve a problem.\r\n• meshing of teachers is more appropriate when the nature and dimensions of\r\nthe problems are not cl ear.\r\n• Participation is more appropriate when decisions are important and germane(predicate) to teacher.\r\n2.8 ADVANTAGES OF PARTICIPATIVE DECISION-MAKING AT SCHOOL\r\n• Groups provide a larger sum of knowledge than would be reachable to individual members, thus leading to informed decisions.\r\n• Participation in decision-making increases the acceptance of decisions, which improves the motivation to implement the decision.\r\n• Groups are willing to take greater risks than individuals, which leads to aggressive solutions to problems.\r\n2.9 BENEFITS OF PARTICIPATIVE DECISION-MAKING AT SCHOOL\r\nThis research has indicated that participative decision-making results in a number of benefits for example:\r\n• Increased decision quality\r\n• Decision creativity\r\n• Decision acceptance\r\n• Decision understanding\r\n• Decision judgment\r\n• Participation results in teacher satisfaction with the profession of teaching.\r\n • Teachers prefer principals who involve them in decisions-making.\r\n• Teachers neither nor want to be involved in every decision-making; in fact too much involvement can be as noxious as too little .\r\n2.10 POSSIBLE CONSEQUENCES IF TEACHERS DO NOT PARTICIPATE\r\nIN DECISION-MAKING AT SCHOOL\r\nThere are some problems that teachers face when they not involved in decision-making at school, namely:\r\n• port changes\r\n• Psychological withdrawal\r\n• Influence on mental health for example stress, burnout, etc.\r\nCHAPTER THREE:\r\n3.0 antecedent METHOD OF DECISION MAKING IN thirdhand SCHOOLS\r\nIn the olden days, it was deemed necessary to instruct the conquered people in the doctrines of the Homes, and transform them into loyal subjects. They began re-educating the native adults and providing instruction to the children and youth, indoctrinating and educating them in the rudiments of social life to use them to benefit the School. One piece of infor mation that is never controversial in educational discourse is the ensample of sign recruitment into schools in Nigeria. Several studies: novel (1956); Ikejiani, Hansen, Okeke & Anowi (196′;), Fafunwa (1979) and Taiwo (1981), for instance, show that in southern Nigerian, often the first pupils in the secondary schools were worn from groups who were to some extent marginal or subordinate within the handed-downistic status hierarchies. In Northern Nigeria, except there were numerous cases according to Hisket (1975) and Ibrahim (1979) where member of the traditionalistic elite’s were the first to be recruited. The initial schools in northerly Nigeria for instance were â€Å"Native institution” in the sense that they were supported from local kinds and were very much the concern of the ‘Native Authority’ â€Å" thence in northern Nigeria the emirs being the heads of the Native Authori ty bui l t these schools” (Wise 1956, p. 43) Ibrahi m (1979) asser ts that in Kano State, the f ragmentary data that exist suggest that the students in governments schools at the initial period of western education in 1903 were disproportionately drawn from high socio-political elite’s of Kano citizens. Even within the immerse growth in educational opportunities that has occurred, it can be observed that the low socio-economic status people in northern Nigeria are still for the most part under represented within the upper reaches of northern educational system and attempts to increase proportional representation of lower status grouping conceived in terms of traditional\r\ncriteria of status have been only moderately successful. In gross terms, it is possible to point to manakin patterns of response to the introduction of secondary education in the country. Unlike in southern Nigeria, where the most usual result of the introduction of secondary education is a process of status reserved, in northern Nigeria, the process of s tatus reinforcement is assumed to ensure a guaranteed degree of continuity in the recruitment of possessive groups. Of course, concepts derived in terms of this may do hurt to empirical realities since in practice the emergent pattern of social differentiation in the less developed world represents a complex inter-weaving between traditional and emergent concepts of status. This theory may seven further be argued to be largely an academic wreak as the emergence of a modern typeface of urban centre has largely eroded the traditional criteria of status and authority in Africa. Influence of Commissions and Educational Laws on Secondary Education The early, schools functioned with scarcely any involvement by the colonial government and as such there were no reasonable attempts to line up education system organized by the various missions. In this regard, there was no novelty as such in educational practice, all missions own common allegiance to Christianity and they operated curric ulum centered on English, Religion, and Arithmetic commonly called 3Rs. This system however changed in early 1880s particularly by the Education Ordinance of 1882 when colonial government assumed a measure of control of mission education. Significant improvement was made when the Ordinance No. 3 of 1887 was enacted to merge and amend the laws relating to the promotion of education in the addiction of Lagos. Concerning secondary education, in 1879 there were three secondary schools namely the CMS Grammar school, built in 1859. Wesleyan Boys high gear School built in 1976 and St. Gregory’s School 1879. The trend of the secondary school from 1897 to 1992 was a drowsy increase in enrolment from 172 to 206. With the amalgamation of Confederate and Northern Protectorates. Lord Lugard proposed three types of secondary education with the aim of adapting the needs of education of the children in both protectorates to the man-power needs. The schools are the provincial schools, th e rural and the non-government schools. The provinces, and turn up three to four kilometers away from the residential areas under a British Headmaster. The Resident and the paramount chiefs in the areas where\r\nthese schools were located were to assist in the supervision of the schools. The entrants were between 12-14 geezerhood of age. The rural school were meant for rural children who ultimately would stay in rural environments The rural school policy was not accepted particularly by people in the Southern provinces and a grammar school â€Å"policy was not accepted particularly by people in the Southern provinces and a grammar school policy was favored initially in the main urban areas.\r\nCHAPTER FOUR:\r\n4.0 DATA ANALYSIS\r\nINTRODUCTION\r\nThe purpose of this study is to investigate through the scholarships of staff, the extent to which teachers participate in decision-making at Government secondary schools Omala, and as necessary, to make practical recommendations as to whom in the management arrangements of the secondary schools may be modified or enhanced to promote teacher participation in decision-making more effectively.\r\n4.1 Data analysis entails bringing order, structure and meaning to the mass of time consuming, creative and absorbing process. Analysis of data about individual interviews was done through identifying common themes from the respondents’ description of their experiences. Irrelevant information was separated from the relevant information in the interviews. The relevant information was broken into phrases or sentences, which reflect a single, specific thought. The phrases or sentences were further be class into categories that reflect various aspects of meanings. The various meanings identified will be used to develop description as seen by the respondents.\r\n4.2 Analysis of quantitative information:\r\nThe researcher used descriptive statistics to analyse quantitative data.\r\ndescriptive statistics is a mathematic al technique for organizing, summarising and displaying a set of numerical data.\r\n5.0 SUMMARY AND CONCLUSIONS.\r\nThis Research serves as a mechanism to identify and evaluate management practices that are consistent with the current call for a participative mode of education management and governance. The research questions form the essentials and the value of this study. The structure of the research provides the reader with what to expect in the ensuing assignment. This research has reviewed about participative management and the transformation role of the principal. The approach described requires an involvement and perpetration from staff in order to bring about effective change. Also suggests that a collegial model is difficult to implement even when staff is committed to it.\r\nThe school management functions remain dominantly in the work force of the principals and School Management Team (SMT). The extent of teacher involvement in management of the school is limited to th e classroom. Principals do not motivate staff to be united. Team -work in schools is regarded as poor. Involving teachers in decision- making allows staff and management to work as a team. When teachers are involved in decision-making, they tend to own decisions, by ensuring the implementation of those decisions. A staff perception to the way in which participative management operates currently at Government secondary schools Omola is that teachers are not adequately involved in decision-making in schools. Teachers in this study accept the responsibility of becoming the role players in managerial decision-making.\r\nCONCLUSIVELY, The principal should promote an atmosphere of trust by displaying fair treatment and befitting management skills to the teachers. It is important for the principal to model attitude behaviour on the principles of democracy. Fair treatment of teachers is a requirement for building an atmosphere of trust\r\nand accountability. In the temper of transformati on, it becomes imperative for a principal\r\nto display proper management skills so that his/her credibility as a leader is not brought\r\ninto disrepute.\r\nRecommendations to teachers:\r\n• Teachers should take positive steps to become partners in managing their schools\r\nTeachers must not be complacent, but be active participants in terms of self †education and managing school affairs beyond the boundaries of the classroom. However, it becomes necessary for teachers to respect the positional power of the principal, which grants him / her authority to make certain decisions unilaterally. This requires involvement and commitment from staff in order to bring about effective change. Assess the principals’ understanding of their role\r\nREFERENCES\r\n➢ Kogi Education relation 1994. A polity Framework for Education and breeding\r\nEducation desk.Omala Town:Omala L.G.A. in promoting teacher participation in decision-making within these schools.\r\n➢ Adeyin ka, A.A. (1971): The development of grammar school education in the Westernstates of Nigeria 1908 †1968. unpublished M.Ed. Dissertation Submitted toUniversity of Ibadan. Ibadan\r\n➢ Fafunwa, A. B. (1974): History of education in Nigeria. capital of the United Kingdom. George Allen And Unwin Ltd. Federal Republic of Nigeria (1981). National Policy on\r\nEducation. Lagos: NERC.\r\n➢ Ibrahim, Y.Y. (1979): Oral and socialization process: A socio-folkloric Perspective of initiation from childhood to adulthood Hausa Community. Unpublished Ph. D. Thesis submitted to Bayero University Kano.\r\n➢ Ikojani, O. (Ed ): Nigerian education. Bristol; Western Printing Ltd. Taiwo. C.O. (1981): The Nigerian education system. Past Present and Future: France and London: Buller tanner Ltd.\r\n➢ Wise, C.W (1956): History of education in British West Africa. Toronto: Longman Green & Co.\r\n'