Bridging Teaching and Leadership: Teachers’ Active Participation in Administrative Roles in Addis Ketema’s Secondary Schools Addis Ababa City Administration Ethiopia
DOI:
10.51601/ijersc.v7i4.1044Published:
2026-08-06Downloads
Abstract
This study aims to assess the level of teachers’ participation in administrative roles within secondary schools of Addis Ketema Sub-City, Addis Ababa City Administration. Using a descriptive research design, data were collected from a total of 215 respondents, including 195 teachers, 3 principals, and 17 PTA members. Schools were selected through a census approach, while principals and PTAs were purposively sampled, and department heads were chosen via simple random sampling. Data collection involved questionnaires, interviews, and focus group discussions. Quantitative data were analyzed using frequency distributions, percentages, and mean values, while qualitative data from interviews and discussions were analyzed thematically. The findings reveal that teachers' participation in school administration is generally limited and inadequate. The involvement of principals and PTAs in encouraging teacher participation was found to be ineffective. Several barriers hinder teachers' active engagement, including a lack of proper training and support, an unbalanced power dynamic between teachers and school leaders, and the absence of financial incentives. These issues contribute to a situation where teachers’ roles in school administration are undervalued, which can negatively impact their motivation, interest in school activities, and the overall teaching and learning environment. Based on these findings, the study recommends establishing supportive conditions such as providing training for teachers and administrative staff, recognizing and rewarding exemplary teachers, fostering collaborative relationships among teachers and school leaders, and ensuring transparent communication regarding school planning, budgeting, and income generation activities. Implementing these measures is essential to enhance teachers’ participation in school administration, thereby improving school effectiveness and promoting a more participatory and transparent school environment.
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