The hierarchical structure that places head teachers at the apex of a pyramid of staff is a common feature in secondary schools in Kenya. In this arrangement, school heads are poised to use their superior knowledge and experience to direct and control the working of the entire school. This negatively affects efficiency and productivity of the schools because teachers work at half steam because they are not effectively involved in decision making to make them feel as part of the schools. Owing to the dynamics of professionalism and diversity of ideas in secondary schools occasioned by staffing schools with professionally trained teachers and the need to decentralize decision making to the lower levels, the hierarchical structure in management of schools is challenged. On many occasions head teachers have been advised to involve teachers in decision making as a way of motivating them and to create a feeling of belonging. This study was designed to investigate the extent to which teachers were involved in decision making in comparison to their desired extent of participation. An ex-post facto study was designed. One hundred and twenty three teachers responded to the participatory decision making questionnaire. Data were analyzed quantitatively and qualitatively. It was found that teachers desired greater involvement in decision making than they were currently involved. It was recommended that school managers should increase the extent to which they involve teachers in decision making to improve on the quality of decisions and boost their morale in their performance of duty. (Contains 1 table.)