Evaluation of Teacher Participation in School Development Committees and School Development Associations in Mutare District in Eastern Zimbabwe | Fanuel Gutuza | Nova Journal of Humanities and Social Sciences

Evaluation of Teacher Participation in School Development Committees and School Development Associations in Mutare District in Eastern Zimbabwe

Regis Fanuel Gutuza, Philip Gazimbe


The major aim of this study was to establish the extent to which Zimbabwean teachers participated in school Development Committees/Associations using a case study in Mutare District in Zimbabwe. The study adopted the qualitative methodology. A structured questionnaire, the researcher and an interview guide were used to collect data from a stratified sample of 80 participants. The study revealed that teachers desired increased teacher participation to own the decision that affected the operations of the schools where they worked, and yet teachers were conspicuous by their absence in most school development committees. Teachers are also aware of areas where their participation should start and end within a given situation, and, therefore there was no need for head teachers and other stakeholders to be wary of increased teacher participation. Participation by teachers in School Development Committees/Associations was most likely to promote sustainable growth and development of schools and ensure that set goals are operationalised within the set or agreed time lines. The study recommends that more teachers should be accorded the opportunity to participate in school development committees and associations, and this therefore, calls for the amendment of the provisions of Statutory Instrument 379 0f 1998 which limit the involvement of teachers in SDC/SDA affairs.


Key words: Participation, school development association, school development committee, district, teachers.

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DOI: http://dx.doi.org/10.20286/jhss.v4i2.37


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DOI Prefix: 10.20286