AN ANALYSIS OF EFL TEACHERS’ PERCEPTIONS RELATED TO THE DECISION-MAKING PROCESS: A CASE STUDY AT A FOUNDATION UNIVERSITY IN TURKEY

Abstract

Decision-making process requires school leaders and teachers to approach problems in a systematic way with more attention as a part of their academic and administrative roles, duties and responsibilities. In this respect, it is inevitable for them to consider the complex nature of decision-making procedures that is reshaped again and again due to the stakeholders various social, educational, cultural and psychological backgrounds. Bearing these points in mind, the purpose of the current study was to investigate the EFL teachers’ perceptions of decision-making process and identify the decision-making style they follow. Additionally, it aspired after searching whether gender and teaching experience effect the EFL teachers’ decision-making styles. A qualitative case study design was applied for the present study in accordance with its purpose. 6 EFL teachers (3 females and 3 male) working at the School of Foreign Languages in a private university took part in this study as participants. Collected data was analysed with Creswell’s (2012) inductive content analysis. The findings reached as a result of the study revealed that teachers’ perceptions of decision-making process were categorized under four headings. They were (1) the careful consideration of the situation, (2) involvement of all the parties, (3) reacting to an undesired situation, and (4) feeling responsible. It was also observed that while the men utilized rational decision-making style, the women preferred dependent decision-making style. Additionally, according to the findings, all of the participants stated that teaching experience had a positive correlation with decision-making process which means that the more experience teachers have, the more successful and effective decisions they take.