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ABSTRACT
Effective decision-making is crucial for the success and overall performance of teachers in public secondary schools. This study therefore explores the intricate relationship between decision-making processes and the job performance of teachers within the context of Egor Local Government Area in Edo State, Nigeria. The study investigates how various factors, such as administrative policies, leadership styles, and decision-making structures, impact the quality of teaching and overall job performance of teachers.
The research employs a mixed-methods approach, combining surveys and interviews with teachers, administrators, and education stakeholders to gather comprehensive data. The analysis examines the influence of decision-making procedures on the motivation, satisfaction, and professional development of teachers. Additionally, it explores the role of communication channels and feedback mechanisms in shaping teachers' perceptions of their work environment.
