Asian Journal of Education and Social Studies

Although Tanzania has introduced educational policies promoting decentralised and participatory school management, teachers’ involvement in decision-making in public secondary schools remains limited. Administrative barriers, inadequate communication, heavy workloads and leadership practices may restrict meaningful teacher participation. Understanding these challenges is essential for improving inclusive school governance in Morogoro Municipality, Tanzania. This research assessed the challenges faced by teachers when participating in decision-making in public secondary schools in Morogoro Municipality, Tanzania. Although Tanzania has adopted decentralisation policies, including the Education and Training Policy (ETP 2014) and the Fee-Free Basic Education Policy, administrators did not involve teachers in matters regarding budgeting, policy-making, and discipline, among other things. In this study, the researchers utilised a convergent mixed-method design whereby data was collected from 139 teachers and nine heads of schools using questionnaires and interviews and analysed using SPSS version 20. The reliability of the quantitative data collection tools was verified using Cronbach’s alpha, which yielded a coefficient of 0.86, indicating high internal consistency. Administrators did not consult teachers on significant issues such as budgeting, policy making, and discipline. This had adverse effects on effective collaboration in school management, instructional processes and students' learning outcomes. The study suggested strategies for involving teachers in decision-making to improve school management and communication, reduce workloads, and promote participatory leadership and good governance.