Factors affecting effective participation of tutors and students in decision making in teachers' colleges

dc.contributor.authorMsoffe, Louis Aloys
dc.date.accessioned2016-06-11T06:24:18Z
dc.date.accessioned2020-01-08T09:12:54Z
dc.date.available2016-06-11T06:24:18Z
dc.date.available2020-01-08T09:12:54Z
dc.date.issued1992
dc.descriptionAvailable in print formen_US
dc.description.abstractThe objective of the study was to investigate the factors affecting effective participation of tutors and students in decision-making in teachers' colleges. Specifically, the study sought to: find out the degree to which tutors and students were involved in decision -making; establish the extent to which tutors and students in teachers' colleges participated in decision-making; and find out if there were any constraints an participation in the decision making process in teachers' colleges.An eclectic approach was used to derive a model for the study. Basic components of the model were drawn from Hoy and Miskel (1982) and Heller (1971). The components included test of relevance, test of expertise; principals' behaviour, and level of decentralization.The study was conducted in three teachers' colleges in the Northern Zone. The zone had not been included in the former related studies and two of its colleges had been actively involved in the crises of the seventies and eighties. The simple random sampling and stratified random sampling techniques were used to select tutors and students from the colleges. Three main methods were used for data collection. These were documentation, questionnaires and interviews. The findings revealed that: (1) Tutors and students in teachers' colleges had an active role in deciding issues which affected their daily welfare; (2) tutors and students in teachers' colleges had background knowledge on committees and projects in which they were serving. Maximization of students` expertise was allegedly hindered by favoritism in selection; (3) the Principals' behaviour had a strong impact on tutors' and students' participation in decision making; (4) partial decentralization of the administrative system existed in teachers' colleges. There was power concentration at the top with principals acquiring most of the powers. From the findings and conclusions it was recommended that: (1) the administrative structure of teachers' colleges should be modified to allow more participation in order to enhance efficiency and effectiveness in the decision-making process; (2) proper flow of information should be given a priority in teachers' colleges, to enable full participation of institutional members in the decision -making process; (3) the administrative structure of teachers' colleges should be restructured to allow for a fair distribution of power and responsibilities amongst the institutional membersen_US
dc.identifier.citationMsoffe, L.A (1992) Factors affecting effective participation of tutors and students in decision making in teachers' colleges, masters dissertation,University of Dar ea Salaam,available at (http://41.86.178.3/internetserver3.1.2/detail.aspx?parentpriref=)en_US
dc.identifier.urihttp://localhost:8080/xmlui/handle/123456789/3898
dc.language.isoenen_US
dc.publisherUniversity of Dar es Salaamen_US
dc.subjectTeachers Collegesen_US
dc.subjectDecision makingen_US
dc.subjectTanzaniaen_US
dc.titleFactors affecting effective participation of tutors and students in decision making in teachers' collegesen_US
dc.typeThesisen_US
Files