Abstract
M.Ed.
South Africa is currently in the process of coping with massive educational changes.
Efforts to improve the quality of teaching and teaming in schools continue rapidly.
School reform will succeed when teachers are part of the decision making process and
assume personal identification with the outcome. Teachers should be encouraged to be
active change agents.
The aim of this study was to investigate the aspect of collaborative decision-making and
teacher self-management. Probing the effect of collaborative decision making and
teacher self-management on effective school management collaborative decision making
revolves around issues of participation in solving problems and making decisions. This
refers to the mental and emotional involvement of teachers in a group situation that
encourages them to contribute to group goals and share responsibility for them.
This research study has established that collaborative decision making is one of the
hallmarks of school success. Shared decision-making among teachers and school
manager's lead to self-management and effective school management. This study has
highlighted the following:
Collaborative decision making encourages team work and team spirit.
The involvement of teachers in collaborative decision making uplift the teacher's
aspirations, motivation, commitment, enrolment and compliance. It also creates a
sense of ownership that encourages teachers to accept greater responsibility. These
enhances self-management.
The involvement of all stakeholders in collaborative decision making will enhance
total quality management. TOM will lead to higher teacher morale, lower staff
turnover, reduce levels of stress and increase job satisfaction. These will improve
the quality of education in schools.
The results and recommendations of this study can be used to empower school
managers and teachers with collaborative decision making skills. The results can also
be used to solve problems identified in selected schools and other schools with similar
problems in South Africa.
This study serves as an indication of the value of teacher teamwork and selfmanagement
in improving quality in education. Summarily the research has proved to
be of high significance to teachers, school managers, stakeholders and policy makers.