TEACHERS' INVOLVEMENT IN DECISION-MAKING AND PUPILS' ACADEMIC PERFORMANCE IN PUBLIC PRIMARY SCHOOL IN EGOR LOCAL GOVERNMENT AREA OF EDO STATE

ABSTRACT

This research study investigates the relationship between teachers’ involvement in decision making and pupils' academic performance in public primary schools, with a focus on Egor Local Government Area. The objective of this study was to understand how teacher participation in school-level decisions influences the academic achievements of primary school pupils. The research employed a mixed-methods approach, combining questionnaires administered to 100 teachers and checklists distributed to 10 pupils across various public primary schools in Egor Local Government Area. The Data gathered through questionnaire were analyzed using Descriptive statistics, percentage, and chi-square. The data collected for the study was analyzed using frequency tables and simple percentages. Its reliability was established at 0.07 using the cronbach Alpha method. Thus, based on the findings of the study, the following conclusion were drawn that; the extent to which teachers are engaged in decision-making processes, including curriculum development, resource allocation, and school policy formulation plays an important role in the academic performance of pupils. Furthermore, it examined the impact of such involvement on pupils' academic performance, as measured by standardized test scores and academic achievements. Findings indicate that there is no significant relationship between teachers' involvement in decision making and pupils' academic performance. Some of the recommendations suggested by the researcher encouraged schools to establish collaborative decision making processes where teachers are actively involved in discussions and planning related curriculum, teaching methods and resources.