Top management and teacher involvement in the strategic planning process in Zimbabwean schools

Abstract

In this study I investigated the involvement of top management and teachers in the strategic planning process in 5 district schools  located in the Bulawayo Metropolitan Province guided by the Take Stock Analysis (TSA) model. The constructivist/interpretivist paradigm  was the qualitative methodology adopted for the study using a case study research method. The participants were 5 education managers  and 5 focus groups of 4 teachers, each purposively selected from each school as an in-depth analysis of the phenomenon was  sought through face-to-face interviews. Interview data were inductively and thematically analysed while strategic plans provided were  inspected using content analysis and supplemented with interview data. The findings were reported following the concept of strategic  planning, the formulation, monitoring and evaluation process. The results reveal that some schools used the centralised or decentralised  strategic planning process while others hired strategists with minimal involvement from the teachers and the top management of the school. I recommend that stakeholders are actively involved in the entire strategic planning process to enhance ownership and  commitment at the operational level. Most importantly, joint periodic evaluations are needed for modification purposes and relevance.