The main purpose of this study was to investigate the teachers’ involvement in school decision making and school performance in Elu Gelan woreda primary schools. In this study positivist research paradigm, which employee’s quantitative research approach and Correlation design was employed. Six primary schools were drawn from 33 schools using random sampling technique. 30 teachers were selected randomly from each school and included to the study making the total respondents 186 (180 teachers, and 6 principals). Principals were selected by availability sampling techniques. The data were collected through questionnaire, interview and document review. Data gathered through questionnaire were entered to SPSS version 20. In analyzing both descriptive and inferential statics were used. From descriptive statics percentage, mean, and standardization were used. From inferential statics one way ANOVA and person momentum result were used. Correlation coefficient was used to test difference and relationships, respectively. Qualitative data was analyzed by summarizing and re-summarizing there involvement. The findings of the study show that teachers involvement in planning, decision making and monitoring was found to be moderate (M= 2.65, SD= 1.12). The result of one way of ANOVA at 95% confidence interval showed absence of statically significance difference between six sampled schools (F(1,180 )=1.88, p = 0 .11 ). The extent of participation in curriculum and instruction was found to be moderate (M=2.68 , SD 1.06 ), involvement in assessment was also moderate (M=2.71,SD=0.95 ). Over all the involvement of teachers in school management and finance was moderate (M = 2.52, SD= .95) and there was statically significance deference in teachers involvement among six schools (F(1.185,= 0038, P= .000). Out of the sampled six primary schools of the Elu Gelan district, it was noted that Gora primary school excelled all others; while on the other hand, Ilala primary school performed much lower than the other five schools. The difference was attributed to principal’s qualification. The principal qualified in MA in educational leadership performed relatively better. With respect meeting input standards, teachers opinion showed average (M=2.66,SD=1.28) average inspection report showed 14.53 present out of 25% respondent; opinions with regard to meeting process standards showed average (M=2.66,SD,1.34). Inspection report for process showed 20.77 present out of 35%; the opinion for outcome showed (M = 2.64, SD =1.34 ) the inspection report for outcome was found to be 28.46 out 40percent. Generally, the school performance was (M=2.66, SD=1.5 ). The inspection report showed 63.3%out of 100.with this the performance of school was found to be level 2 indicating school are improving but not meeting standard. It was, thus, concluded that teachers role in school decision-making was not given due attentions in primary schools under the study. This is likely to affect the overall activities of schools, in general, and decision-making practice, in particular. Based on the conclusion, consequently, it was recommended that Woreda Office of Education need to assign trained and experienced principals and train principals who can empower teachers to involve and improve the decision making practices and performances of schools.
Keywords: Participation, Teachers’ involvement, decision making, school performance.