Abstract: The purpose of the study was to assess the influence of Participative decision-making practices on teacher job morale in public secondary schools in Morogoro Municipality, Tanzania. The study was anchored on the Path-Goal Theory of Leadership and adopted a pragmatic research philosophy using a convergent mixed-methods approach. Data collection methods included questionnaires and interviews among teachers and Heads of School, respectively. The data were analyzed using descriptive and thematic analysis approaches. It was revealed that Participative decision-making practices positively influenced teacher job morale. The involvement of teachers in academic decision-making, policy formulation, academic planning, and collaborative problem-solving enhanced a sense of ownership, recognition, trust, responsibility, and commitment. Additionally, the findings revealed that the value of teachers' opinions by school management and the provision of meaningful participation opportunities in school decisions enhanced teacher motivation, commitment to teaching, job satisfaction, cooperation, and contribution towards school goals. Participative decision-making created an inclusive and supportive working environment, where teachers felt respected, recognized, and viewed as an important partner in school governance. The study concludes that Participative decision-making practices are vital in promoting teacher job morale in public secondary schools in Morogoro Municipality. Meaningful teacher participation in decisions affecting their professional responsibilities could enhance motivation, commitment, job satisfaction, and Participative relations between teachers and school administrators. The study recommends that school management should institutionalize Participative decision-making by involving teachers meaningfully in academic planning, policy formulation, problem-solving and other decisions affecting school activities to enhance teacher job morale.
Keywords: Participative decision-making, teacher job morale, participatory leadership, public secondary schools.
Title: The Influence of Participative Decision-Making Practices on Teacher Job Morale in Public Secondary Schools in Morogoro Municipality, Tanzania
Author: Patricia Bosco, Maua Mpiza, Joseph Hokororo
International Journal of Social Science and Humanities Research
ISSN 2348-3156 (Print), ISSN 2348-3164 (online)
Vol. 14, Issue 4, October 2026 - December 2026
Page No: 203-210
Research Publish Journals
Website: www.researchpublish.com
Published Date: 21-October-2026
