عملية إتخاذ القرار و تأثيرها على أداء الموظفين داخل المؤسسة التربوية الجزائرية: دراسة سوسيو ميدانية بالمدرسة الإبتدائية "مكاوي عائشة" بحاسي غلة ولاية عين تموشنت

Abstract

This study aims to analyze the impact of participatory decision-making on the performance of educational actors within Algerian educational institutions through a field study conducted at “Mekkaoui Aicha” Primary School in Hassi El Ghella, Ain Temouchent Province. The study is based on the following main question: How does the decision-making process affect employees’ performance within Algerian educational institutions? This research falls within the field of Sociology of Work and Organization, considering that administrative decision-making is not merely a technical procedure, but rather a social and organizational process closely linked to power relations, professional recognition, and organizational communication within the institution. The study also sought to understand how participatory practices generate motivation, belonging, and professional integration, in contrast to the effects of centralized and individual decision-making practices on educational actors. The study adopted a qualitative approach using the case study method. Semi-structured interviews were employed as the main data collection tool, based on a purposive sample consisting of educational and administrative staff members within the institution. The research was theoretically grounded in several sociological and organizational approaches, particularly the Theory of Communicative Action developed by Jürgen Habermas, the Theory of Recognition by Axel Honneth, as well as organizational perspectives developed by Michel Crozier and Pierre Bourdieu. The findings revealed that participatory decision-making contributes positively to improving job performance, strengthening professional motivation, and reinforcing the sense of belonging and recognition within the educational community. The results also showed that involving educational actors in decision-making processes generates voluntary commitment and collective responsibility while enhancing trust and professional solidarity within the institution. Conversely, centralized or symbolic participation leads to reduced motivation and feelings of exclusion and marginalization, negatively affecting the organizational climate and professional performance. The study further demonstrated that educational institutions experience a tension between participatory discourse and actual practice, as participation often remains formal and limited due to the persistence of administrative centralization. Nevertheless, formal and informal communication spaces within the institution constitute arenas for understanding and symbolic negotiation among different actors. The study concludes that building an effective educational institution cannot rely solely on laws and administrative procedures, but rather requires the establishment of a participatory culture based on dialogue, recognition, and organizational justice. Such an approach enables the educational community to function as a cohesive collective actor capable of achieving both educational and organizational effectiveness.