MBARARA UNIVERSITY OF SCIENCE AND TECHNOLOGY

FACULTY OF SCINCE

DEPARTMENT OF FOUNDATIONS AND PSYCHOLOGY

COURSE NAME: EDUCATIONAL ADMINISTRATION

COURSE CODE: EDU3101

COURSE ORGANISER: MR. JOHN M. BAPTIST

GROUP MEMBERS:

1. NANTONGO MARY – 2021/BS/061

2. MUKAAYA PETER - 2021/BS/053

3. MWESIGYE DARIUS – 2021/BS/056

4. NAMUKOSE PATIENCE – 2021/BS/165/PS

5. KIHEMBO EMMANUEL – 2021/BS/141/PS

6. KYALISIMA ELLY – 2021/BS/237/PS

7. LUKYAMUZI KENNETH – 2021/BS/042

8. AINEBYOONA SAMUEL – 2021/BS/009

ASSIGNMENT:

✓ Using school based examples, explain the stages Headteachers are required to
undertake in order to make effective decisions in schools.

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DECISION MAKING

Decision making is the cognitive process of selecting a course of action from among multiple
alternatives. It involves gathering information, evaluating options, and choosing the most
appropriate or desirable option based on certain criteria or objectives.

Decision making occurs in various contexts, ranging from personal choices to business strategies.
It can be a conscious, rational process or an intuitive, instinctive one. The complexity of decision
making can vary depending on the number of alternatives, the amount of information available, the
level of uncertainty, and the potential consequences of the decision.

Factors that can influence decision making include personal values, emotions, biases, cognitive
biases, social and cultural norms, and external pressures. It is important to be aware of these
influences and to strive for rational and objective decision making when appropriate.

Headteachers are faced with diverse decision-making scenarios in a school setting. From
curriculum changes and budget allocations to student discipline and teacher professional
development, these educational leaders navigate choices that shape the learning environment. And
whether deciding on resource purchases, school safety measures, or student placements, head-
teachers play a pivotal role in ensuring the well-rounded success of the school.

STAGES

When a head teacher is making decisions within a school setting, there are several steps/stages
they can follow to ensure a thorough and effective decision-making process. Here are the key
steps/stages involved:

1. Identification of Issues/Needs: The decision-making process begins when a

headteacher recognizes the need to make a decision. This could arise from various
factors such as changes in student performance, budget constraints, staff development
needs, resource allocation, or community concerns.
Example: A Headteacher may identify a decline in student performance in a specific
subject (let’s say Physics) based on exam results and teacher feedback.

2. Data Collection and Analysis: To make an informed decision, headteachers gather

relevant information from various sources. They collect data, consult experts, seek input
from stakeholders, and research best practices.
Example: The headteacher gathers data on student previous performances, attendance,
and teacher assessments to analyze the extent of the issue (why is the student’s
performance in Physics declining) and identify contributing factors like, absenteeism,
peer influence, teachers missing lessons or small staff (few Physics teachers) or a lack
of resources.

3. Setting objectives and Goals: The head teacher should establish the objectives or
goals they want to achieve through the decision.
Example: Based on the analysis and input, the headteacher can set clear objectives, such
as improving student Physics scores, enhancing teaching methods, allocating more
learning resources or addressing specific challenges.

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4. Generating Options: The head teacher should brainstorm and generate a range of
possible options that could address the issue at hand. This can be done by considering
different approaches, seeking input from stakeholders, or exploring best practices and
innovative ideas.
Example: Headteachers explore various strategies, such as implementing targeted
teacher training, introducing supplemental resources (like, external facilitators),
mentorship programs, technology integration, student support programs, purchasing
more and updated Physics textbooks or adjusting the syllabus to address the identified
issues.

5. Evaluation of options: Headteachers analyze different options and evaluate their

potential outcomes and impacts. This involves considering the advantages, disadvantages,
feasibility, and alignment with the school's vision and resources. Plus using decision-
making tools such as SWOT analysis (strengths, weaknesses, opportunities, threats).
Example: The headteacher considers various Physics intervention programs such as
External Physics Seminars, getting more Physics teachers, analyzes their effectiveness,
reviews implementation requirements, and assesses their suitability for the school
context.

6. Decision making: Based on the information and analysis, the headteacher makes a
decision. They select the option that best aligns with the desired outcomes, available
resources, and the needs of students and staff.
Example: In order to improve on the Student’s Physics performance, the Headteacher
decides to get more Physics teacher or to purchase more textbooks or to use External
facilitators.

7. Developing an action plan: After making a decision, the headteacher develops a detailed
action plan. This plan outlines the steps, timelines, responsibilities, and resources needed
to implement the decision effectively.
Example: The headteacher creates an action plan that includes professional development
for teachers, scheduling considerations, and monitoring and assessment strategies. A
case in point, if the Headteacher plans to get more Physics teachers, these should be
really experienced and full-time teachers or if the Headteacher is to use External
facilitators, they should meet certain qualifications.

8. Implementing the Decision: The headteacher puts the decision into action by
implementing the action plan. They communicate the decision to relevant stakeholders,
provide necessary support, and monitor the progress of implementation.
Example: The headteacher communicates the Physics intervention plans to teachers,
arranges professional development sessions, organizes resources, and coordinates
ongoing support.

9. Monitoring and Evaluation: Throughout the implementation process, the headteacher

monitors the progress and effectiveness of the decision. They collect data, observe the
outcomes, and evaluate the impact on students, staff, and the overall school
environment.
Example: Regular monitoring of student progress, teacher performance, and other
relevant indicators helps the headteacher assess the effectiveness of implemented
strategies.

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10. Adjustment and Adaption: Based on the monitoring and evaluation results, the
headteacher adjusts and refines the decision if necessary. This may involve making
changes to the action plan, modifying strategies, reallocating resources, or seeking
additional support. If initial strategies prove ineffective, the headteacher may adjust
the approach, considering feedback and emerging challenges to continuously improve
decision-making.
Example: If getting more Physics teachers or using External facilitators is not leading
to the desired improvement in the performance, the Headteacher can consider
alternative strategies like Mentorship programs, field trips and guest speakers,
technology integration to help the teachers, and buying Physics textbooks.

11. Communication and Feedback: Throughout the process, the headteacher communicates
updates to staff, parents, and students, fostering transparency and collecting valuable
feedback for ongoing improvements.
Example: Encouraging the teachers to be more intentional when teaching and also
motivating the student and providing timely feedback as whether the goals and
objectives are being met.

By following these stages, Headteachers can ensure a systematic and evidence-based

approach to decision-making, leading to more effective outcomes for their school,
addressing challenges, and promoting a culture of continuous improvement.

REFERENCES
1. Bazerman, M. H., & Moore, D. A. (2013). Judgment in managerial decision
making. John Wiley & Sons.

2. Hammond, J. S., Keeney, R. L., & Raiffa, H. (1999). Smart choices: A practical
guide to making better decisions. Harvard Business Review Press.

3. Janis, I. L., & Mann, L. (1977). Decision making: A psychological analysis of

conflict, choice, and commitment. Free Press.

4. Klein, G. (2003). The power of intuition: How to use your gut feelings to make
better decisions at work. Currency.

5. Sunstein, C. R. (2015). Choosing not to choose: Understanding the value of

choice. Oxford University Press.

6. Thaler, R. H., & Sunstein, C. R. (2008). Nudge: Improving decisions about

health, wealth, and happiness. Yale University Press.

7. Tversky, A., & Kahneman, D. (1981). The framing of decisions and the
psychology of choice. Science, 211(4481), 453-458.

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