CONTINGENCIES IN SCHOOL DEVELOPMENT ASSOCIATIONS / SCHOOL DEVELOPMENT COMMITTEES IN ZIMBABWE

Author's Name: REGIS FANUEL GUTUZA
Subject Area: Social Science and Humanities
Subject Education
Section Research Paper

Keyword:

Contingencies, teacher efficacy, management principles, decision-making process, situational approach.


Abstract

This paper explores the contingency approach in the application of management of teachers in participating in School Development Associations / School Development Committees in Zimbabwean schools. The approach emphasizes a situational approach in the participation of teachers in SDA/SDC affairs. The paper reveals that some of the determinants for successful implementation of participatory decision-making for teacher efficacy may lie within the teachers themselves. These include independence needs, desire to participate, risk taking attitude as well as intelligence and knowledge. Contingency models of participation were also discussed which include the Vroom-Yetton leadership model as well as the Path-Goal theory. The contingency approach is based on the premise that the application of management principles depends on the particular situation that the management faces (Robbins et al, 2010). This means that here are activities where SDCs and SDAs may want teacher participation and where they might not want it. It also shows that it does not necessarily mean that each and every teacher has to be an active participant in decision-making processes in the school. The schools committee and school association may be at liberty to determine who should participate as well as determining when, how and where to participate in certain decisions. The contingency approach therefore emphasizes a situational approach because in the end it is the head teacher and the school committee or school association that will be accountable if things go wrong in the school.

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