Perception of Faculty Participation in Academy Governance in the Central Luzon Conference, Philippines

Abstract

This study explores faculty and administrators’ views about faculty participation in school governance. Ten dimensions of teacher participation were considered for this study: goals, vision or mission, facilitating procedures and structures, curriculum and instruction, budgeting, staffing, staff development, operations, standards, and spiritual aspects of school operations. Administrators’ perceptions of the actual level of faculty participation were higher than those of the faculty. The administrators and faculty desired that faculty should be more involved in the decision making procedures than is present practice in the schools. Recommendations include increasing faculty participation in school governance, and in particular, drawing the attention of school administrators and management boards to this need.