Escala de Afrontamiento para Adolescentes (ACS) de Frydenberg y Lewis (1997)

In the following section, the findings from Phase 1 and Phase 2 of this study are integrated in order to provide a more comprehensive understanding of the perceptions of school administrators and schoolteachers regarding the decision- making in Independent Schools. Based on findings from phase one and two of this study, most administrators indicated the importance of and an enthusiasm for increasing teachers’ involvement in the decision-making process in a variety of areas related to students and academic issues and some administrative issues because of their experience, their relationship with students and that teachers are the “in- between” the administration and students. Administrators were also more enthusiastic than schoolteachers about increasing their involvement in preparing the school’s calendars and final exam schedules, involvement in school’s goals and objectives and organizing meetings for staff and faculty to discuss different matters.

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Considering gender, male administrators indicated that teachers should be more involved in schools’ educational goals and policies and schools’ curriculum and instruction than the female administrators. However, there were no differences between male and female teachers on items related to schools’ curriculum and instruction and schools’ administrative policies for students. This could be that male and female administrators agree that teachers have the knowledge needed to participate in these areas. Regarding nationality, there were no differences between citizen and expatriate administrators’ views on schoolteachers’ degree of participation in making decisions. However, expatriate schoolteachers were more enthusiastic than citizen schoolteachers and indicated that teachers should have more involvement in making decisions related to schools’ educational goals and policies, schools’ curriculum and instruction, and schools’ administrative policies for teachers.

The open-ended survey questions and interviews demonstrated a concern that the SEC provides no formal means for teachers to make decisions and that teachers’ job description prevent their involvement in decision-making. In addition, the SEC makes most decisions that must be followed and they prevent principals from engaging teachers in the decision-making process. Findings from interviews demonstrated a diverse perception regarding the amount of teacher’s involvement in decision-making and the areas they are or are not involved. Several administrators pointed out that teachers may not want to be involved in decision-making while others stated that teachers would like to have this opportunity. However, the majority of administrators indicated the benefits of involving teachers in decision-making. The findings from interviews demonstrated that male administrators suggest that

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teachers should be more involved in making decisions related to schools’ educational goals and policies and schools’ curriculum and instruction than female administrators citing a variety of reasons for this claim.

When it comes to teachers, findings from interviews demonstrated similar responses regarding their involvement in decision-making in area of curriculum possibly because they believe they are qualified and posses the needed knowledge in these areas. There were differences between teachers and administrators in several areas regarding policies for teachers and schools’ goals and policies.

There was a range of views regarding what teachers thought as to their current role in decision-making. However, most written comments indicated that teachers indicated that they need a more active role or some role in the decision- making process. As to the types of decisions, teachers’ written responses indicated they were involved in some decisions about students but would like to be more involved in decisions about all academic issues, choosing the textbook and resources and course assessment. Some teachers want more involvement in some decisions related to teachers, such as workload for teachers and choosing professional development sessions.

Teachers indicated during the interviews that they were involved in making decisions because they are important elements in education, and have direct contact with students and this adds to the argument that administrators involve teachers in decision-making when teachers have the knowledge to add significant input. But teachers also indicated that the Supreme Education Council’s control over the decision-making process, leadership style, the school's bureaucracy, the negligence of teachers’ recommendation, their view that they are the weakest element in the

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decision-making process and the lack of job security were hindrances to teacher decision-making.

Regarding gender, male teachers indicated during the interviews that they should be more involved in decisions regarding educational goals and policies and schools’ administrative policies for teachers than female teachers. Also, expatriate schoolteachers are more enthusiastic than citizen schoolteachers and think that teachers should have more involvement in making decisions related to schools’ educational goals and policies, schools’ curriculum and instruction, and schools’ administrative policies for teachers. Citizen and expatriate teachers have a different perspective on decision-making where non-citizens have a share, interest, and are more at risk than citizens. For example, expatriate teachers might want to be more involved in the decision-making about administrative policies for teachers because of their job security. However, citizen teachers understand well the role ad power of the SEC where the teachers’ role is to carry out SEC decisions.

In summary, the involvement of teachers in the decision-making process is not static but rather varies from school to school. It can be argued that the particular administrator views toward teachers’ involvement in decision-making, their leadership style, the commitment of teachers, the decision-making hierarchy and numerous other issues could influence the degree to which schoolteachers should be involved in decision-making.

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CHAPTER 6: DISCUSSION OF THE RESULTS