Impact of participative decision-making on the work place well-being of school teachers

Pages: 269-275
Shadma Absar (National University of Educational Planning and Administration, New Delhi )

Teachers are the central actors in imparting quality education and deeply influence the teaching learning process in schools. It is important to study the factors which could enhance their productivity and work place well-being. The present study aimed at studying the impact of involvement of teachers in decision making process in the schools on their work place well-being in the Indian school education context. Teachers’ organisational commitment, their organisational citizenship behaviour and job satisfaction were used as predictors of work place well-being of school teachers. Participative decision making and work place well-being of teachers were studied through standardised rating scales. Data was collected from 240 senior secondary school teachers in Delhi. Participative decision making and work place well-being of teachers was studied across two school managements (central and state government) and designation (TGTs & PGTs). Data was analysed quantitatively using 2X2 factorial design. Findings of the study revealed that organisational commitment and citizenship behaviour was found to differ significantly across the two school managements, also the job satisfaction of teachers was found to differ significantly across the two school managements and designation (PGT/TGT). Regression analysis revealed that the involvement of teachers in decision making process had significant impact on their organisational commitment, citizenship behaviour and job satisfaction, however there were differences across school managements.