Teachers’ Participation in School Decision-Making Processes and Practices: the Case of an Indian Government Secondary School

Abstract

Located in an Indian government secondary school in Gurgaon district, Haryana, northern India, this pilot case-study with teachers explores their perceptions and shared insights on their participation in school decision-making processes and practices. Drawing on two semi-structured interviews and a focus group discussion, the findings of this research suggest that a process of equitable education without critical thinking, critical pedagogy and distributed leadership, based on democratic values, may not achieve equality and equity in opportunity and facilitate socio-economic mobility through education.